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“Say no to bad touches”: Schools, sexual identity and sexual violence in northern Uganda

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  • Porter, Holly E.

Abstract

This article explores the role of schools in the formation of sexual identities and incidence of sexual violence in the Acholi sub-region of northern Uganda, a conflict and post-conflict setting. It reflects three years of participant observation and in-depth interviews with 187 women, and primarily draws on interviews with 17 teachers in five primary schools. The evidence shows how the experience girls have in school builds a paradoxical paradigm with irreconcilable dimensions. Girls are charged to take control of their bodies and sexuality. Simultaneously, they are scripted into feminine sexual identities that reinforce subordinate gender roles where violence is an ever-present possibility. Boys learn masculine notions of sexuality that emphasize paternity and customary exchanges while consent is downplayed.

Suggested Citation

  • Porter, Holly E., 2015. "“Say no to bad touches”: Schools, sexual identity and sexual violence in northern Uganda," International Journal of Educational Development, Elsevier, vol. 41(C), pages 271-282.
    • Handle: RePEc:eee:injoed:v:41:y:2015:i:c:p:271-282
    DOI: 10.1016/j.ijedudev.2014.10.003
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    1. World Bank, 2005. "Reshaping the Future : Education and Postconflict Reconstruction," World Bank Publications - Books, The World Bank Group, number 14838, December.
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    Cited by:

    1. Skovdal, Morten & Campbell, Catherine, 2015. "Beyond education: What role can schools play in the support and protection of children in extreme settings?," International Journal of Educational Development, Elsevier, vol. 41(C), pages 175-183.

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