ABSTRACT

Growing evidence from multiple countries in Africa documents sexual violence in schools. However, when that violence is committed by teachers it is shrouded in secrecy. This article identifies disconnects between quantitative and qualitative research, policy and practice, which have contributed to these silences. We address some of these silences through a dialogical analysis of mixed methods data from the Contexts of Violence in Adolescence Cohort study (CoVAC) with young people in Uganda. The analysis illuminates girls’ experiences of sexual violence by school staff, and patterns of discrimination and inequality that increase vulnerabilities. The data reveal how schools vary in their institutional responses and, in the absence of institutional support, girls develop strategies to resist sexual coercion. Overall, our analysis exposes significant disconnects between policies and practices of sexual exploitation in schools. We conclude that dialogical, mixed methods research approaches have strong potential to better understand and address silences in policy and practice on highly sensitive topics.

摘要

来自非洲多个国家的越来越多的证据记录了学校中的性暴力行为。然而，当教师实施这种暴力时，它就会被掩盖起来。本文指出了定量和定性研究、政策和实践之间的脱节，正是这些脱节导致了这些沉默。我们通过对来自乌干达年轻人的青春期暴力背景研究 (CoVAC) 的混合方法数据进行对话分析，解决了其中一些沉默问题。该分析揭示了女孩遭受学校工作人员性暴力的经历，以及增加脆弱性的歧视和不平等模式。这些数据揭示了学校的机构反应如何不同，并且在缺乏机构支持的情况下，女孩制定了抵制性胁迫的策略。全面的，我们的分析揭示了学校性剥削政策与做法之间的显着脱节。我们的结论是，对话式、混合方法的研究方法具有强大的潜力，可以更好地理解和解决高度敏感话题的政策和实践中的沉默。