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Crossing from violence to nonviolence : pedagogy and memory

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dc.contributor.author Hemson, Crispin
dc.date.accessioned 2012-12-05T10:43:49Z
dc.date.available 2012-12-05T10:43:49Z
dc.date.issued 2012
dc.identifier.citation Hemson, C. Crossing from violence to nonviolence : pedagogy and memory. Journal of Education, No. 54 (2012): pp. 27-48 en_US
dc.identifier.uri http://hdl.handle.net/10321/791
dc.description.abstract This qualitative case study addresses the use of memories of violence in a workshop with ten young student leaders in Durban. The pedagogy included the use of guidelines and gender-based groups as ways of enabling safety. A particularly direct discussion of gender and its relationship to violence followed, though violence in relation to other social identities was also explored. Walkerdine’s work (2006) on border crossing is used to analyse the data from the records of discussion and evaluation comments. The argument is that such a pedagogy enabled participants to address some of the sedimented connections that held them to relationships based on violence. Generally, if we understand violence as caught up in social identities, work on memories of violence will require attention to dynamics related to the identities present. While gender’s relation to violence is central in this context, further cases in which the pedagogy is structured around other social identities would extend our understanding. en_US
dc.format.extent 21 p en_US
dc.language.iso en en_US
dc.publisher UKZN en_US
dc.subject.lcsh Gender en_US
dc.subject.lcsh Violence en_US
dc.subject.lcsh Education en_US
dc.title Crossing from violence to nonviolence : pedagogy and memory en_US
dc.type Article en_US
dc.dut-rims.pubnum DUT-001780


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