Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/4961
Title: Women educators’ narratives on intimate partner violence: The case of a state university in Zimbabwe
Authors: Matope, Nogget
Khau, Mathabo
Keywords: Intimate partner violence;
Zimbabwe
Domestic violence
Visual participatory methodology
women
Issue Date: 2022
Publisher: Cogent OA
Source: Nogget Matope & Mathabo Khau | Sandro Serpa (Reviewing editor) (2022) Women educators’ narratives on intimate partner violence: The case of a state university in Zimbabwe, Cogent Social Sciences, 8:1, DOI: 10.1080/23311886.2022.2084889
Series/Report no.: Cogent Social Sciences;Volume 8, Issue 1; 2084889,
Abstract: The study sought to answer: How can participatory and visual methodology enable women teachers to lead change against intimate partner violence (IPV) at a state university in Zimbabwe? The study was qualitative and informed by the critical paradigm and employed visual participatory research methodology. Six women educators from a state university were selected by means of snowballing. The methods of data generation that were employed were drawings and focus group discussions. Data generated from the drawings depicted the participants’ positioning and how they are positioned in intimate relationships. The findings indicated that the participants understand intimate partner violence as a complex issue and through their voices can initiate change by breaking down barriers as they address the issue. The participants also indicated that gendered social structures affect intimate partner relationships. The women educators are actors who are aware of intimate partner violence and can participate and inform intervention programs. The study concludes that using participatory visual methodology (PVM) provided a safe space for the women to talk about intimate partner violence and propose solutions to a phenomenon that has always been a taboo.
Description: © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
URI: https://doi.org/10.1080/23311886.2022.2084889
http://hdl.handle.net/11408/4961
ISSN: 2331-1886
Appears in Collections:Research Papers

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