Teachers’ understanding of gender-based violence in two public schools in Burkina Faso

Abstract

Gender-based violence (GBV) in schools in Burkina Faso is a central concern for international organisations, as well as local NGOs and the national government. Yet, the voices of school teachers have received limited attention. In this article, we draw on focus group discussions and interviews conducted with school teachers at two public schools in Burkina Faso to investigate how they conceptualise GBV, as well as the factors shaping their understanding. The findings foreground the situated and subjective nature of their conceptualisation; which is shaped not just by international and national policies, but also by the sociocultural context in which the policies are enacted. Existing gender norms, the acceptance of corporal punishment as a disciplinary tool inside homes, and the practice of child marriage in Burkina Faso emerged as key factors shaping the participants’ perceptions. Based on the findings we argue that teachers must be 1) empowered to critically assess contextually relevant gender norms and cultural practices, and 2) provided with clear codes of ethical conduct in schools. It is equally important that teachers are given a seat at the table of policy formulation at regional, national and international levels, and the challenges faced by them are given consideration when designing interventions to curb GBV.