ABSTRACT

Literature on gendered violence in education suggests that the perspectives of those most affected must inform knowledge generation and interventions. However, research with these populations is fraught with methodological and ethical challenges. This article reflects on photovoice as a method which privileges participants' perspectives. Drawing on a study of gendered violence on a university campus in South Africa, findings suggest gendered violence on campus is fuelled by and intersects with gender inequalities associated with space, social class, and gender identity. Gender violence limits the victim's ability to respond or seek health and justice services, with potentially dire consequences for continued participation and success in education. The article illustrates how photovoice enabled participants to identify critical issues and imagine strategies for change. This has implications for facilitating research that draws insights from marginal groups, such as girls and young women, enabling their activism in highlighting and addressing the challenges they encounter.

摘要

有关教育中性别暴力的文献表明，受影响最严重者的观点必须为知识生成和干预措施提供参考。然而，研究与这些人群充满了方法论和道德上的挑战。本文反思了光声作为一种优先考虑参与者观点的方法。根据对南非一所大学校园性别暴力的研究，调查结果表明，校园性别暴力是由与空间、社会阶层和性别认同相关的性别不平等助长并与之交叉的。性别暴力限制了受害者应对或寻求健康和司法服务的能力，对继续参与教育和取得成功可能造成可怕的后果。本文阐述了照片语音如何帮助参与者识别关键问题并想象变革策略。这对于促进从边缘群体（例如女孩和年轻女性）汲取见解的研究具有重要意义，