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dc.contributor.authorHemson, Crispin
dc.date.accessioned2012-12-05T10:43:49Z
dc.date.available2012-12-05T10:43:49Z
dc.date.issued2012
dc.identifier.citationHemson, C. Crossing from violence to nonviolence : pedagogy and memory. Journal of Education, No. 54 (2012): pp. 27-48en_US
dc.identifier.urihttp://hdl.handle.net/10321/791
dc.description.abstractThis 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.extent21 pen_US
dc.language.isoenen_US
dc.publisherUKZNen_US
dc.subject.lcshGenderen_US
dc.subject.lcshViolenceen_US
dc.subject.lcshEducationen_US
dc.titleCrossing from violence to nonviolence : pedagogy and memoryen_US
dc.typeArticleen_US
dc.dut-rims.pubnumDUT-001780


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