Conceptualising gender and violence in research: Insights from studies in schools and communities in Kenya, Ghana and Mozambique

Gender and violence are complex and contested concepts, understood in varying ways in research, policy and interventions in education. Often there has been an emphasis on acts of violence, with much less attention to the social conditions and gender relations behind these acts. This paper discusses the development of a conceptual framework that emphasises not just acts and individuals, but also transformation of gendered power relations and inequities, alongside a focus on addressing the identity conflicts and struggles of everyday life. The framework underpins research, advocacy and community interventions in a multi-partnered project on violence against girls led by ActionAid.Drawing on findings from a mixed methodology baseline study carried out for the project in Kenya, Ghana and Mozambique, we discuss how conceptual lenses focused on acts/individuals, institutions and interactions inform the analysis of sexual violence. We identify some tensions in using a multi-perspectival framing, yet, we argue that holding the tensions between approaches in play can be productive, yielding rich data to inform NGO interventions at community, district and national levels. We conclude with suggestions for theorising and realising gender justice and violence in education research and NGO partnerships.

► We discuss the conceptualisation of violence in a project on violence against girls.
► We present baseline data on sexual violence.
► We argue for conceptual synthesis focusing on acts, institutions and interactions.
► We consider the implications for research and action to challenge violence.