Abstract
This chapter focuses on male peer educatorsskampsk#x2019; understandings of what constitutes, produces, and promotes gender violence on campus. The participants in this qualitative study comprised a selected group of preservice teachers who lived at the university residence. The young menskampsk#x2019;s perspectives on causes of gender violence on campus included narratives about physical strength associated with a masculine physique; alcohol use and masculine performances; and cultural and traditional positionings that validate male dominance and violence. While they mainly opposed menskampsk#x2019;s dominance, in their understandings of violence against women and non-conforming men, they vacillated between compliance with hegemonic masculine norms and criticism against it. It was evident that notwithstanding their commitment to gender equality and social justice, which they expressed as peer educators, they sometimes perpetuated the very oppressive ideas that they spoke out against, illustrating how young men can be perpetrators and victims simultaneously. Importantly, they were able to reflect on their own beliefs and demonstrate the potential to extend that to working with other young men, to challenge and rework the toxic masculinities that lead to violent behaviour.
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Notes
- 1.
Ethical clearance was granted by the University of KwaZulu-Natalskampsk#x2019;s Humanities and Social Sciences Research Ethics Committee. All participants consented to being audio-recorded. The researcher always reminded participants of their rights at the beginning of every data collection session, for example that they were at liberty to withdraw their participation at any time and that pseudonyms would be used to ensure anonymity. Absence of financial benefits for participation was also clarified, and while it was not envisioned that the study would engender any form of stress, the researcher, as a precaution, advised participants to consult student counselling should their participation give rise to any anxiety.
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This work is based on the research supported in part by the National Research Foundation of South Africa (Grant Number 90388). The opinions, findings and conclusions or recommendations expressed in any publication generated by the NRF supported research is that of the author(s), and therefore the NRF accepts no liability whatsoever in this regard.
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Ngubane, S., Singh, S. (2021). Male University Peer Educators on Violence: Challenging and Complying with Hegemonic Masculine Norms. In: Bhana, D., Singh, S., Msibi, T. (eds) Gender, Sexuality and Violence in South African Educational Spaces. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-69988-8_12
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