- Title
- Women teachers leading change against intimate partner violence at a state university in Zimbabwe
- Creator
- Matope, Nogget
- Subject
- Women teachers -- Zimbabwe
- Subject
- Sex discrimination in education -- Zimbabwe Women college students -- Crimes against -- Zimbabwe Campus violence -- Zimbabwe Rape in universities and colleges -- Zimbabwe
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Doctoral
- Type
- DEd
- Identifier
- http://hdl.handle.net/10948/41021
- Identifier
- vital:36283
- Description
- This study responded to the following research question: How can participatory and visual methodology enable women teachers to lead change against intimate partner violence at a state university in Zimbabwe? The study was qualitative and informed by the critical paradigm and employed visual participatory research methodology (PVM). The participants in this study were six women teachers from a state university who were selected by means of snowballing. The visual methods of data generation that were employed were memory accounts, drawings, participatory videos and focus group discussions. Memory accounts expressed the participants’ experiences and understanding of IPV as they made meaning of their lived realities. Data generated from the drawings depicted the participants’ positioning and the way in which they were positioned in intimate relationships. The participatory video was used to express the participants’ understanding of IPV and the critical steps that can be taken to address the issue. The findings indicated that the participants understand IPV as a complex issue and they can engage in and explore issues that affect them. The participants’ voices can initiate change by breaking down barriers as they address the issue. The participants also indicated that students’ voices should be heard in the drafting of policies to include issues that affect them directly. The findings suggest that engagement with women, listening to one another, being listened to and working collaboratively to offer solutions to problems as agents of change, empowers the women. The findings have implications for the university community in that they show that the women teachers are actors who are aware of IPV and can participate and inform intervention programs. The participants can lead change through their work as educators as they continue to share with the community. This could enhance knowledge co-production. I conclude by arguing that using PVM provided a safe space for the women to talk about their lived realities of IPV with a wider audience and propose solutions to a phenomenon that has always been taboo; thus leading change towards an IPV free society.
- Format
- xvi, 246 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
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NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | NOGGET MATOPE.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |