Introduction

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This collection, the first of its kind to bring together research and practice, addresses the fragmentary knowledge base on prevention work in schools on violence against women and girls (VAWG)1 at a time when it has received unprecedented attention. It arose out of conversations that took place between the editors about the absence of a wider critical conversation, and the lack of a discursive space, about school-based prevention work with children and young people and indeed about prevention itself – what it is, how and if it can be achieved, why is it desirable, what assumptions it makes about schools, and what view of children and young people it adopts and extends. The editors were very aware of the absence of a body of work that brought together knowledge about the disparate, and often exciting, school-based work taking place in many parts of the country. Such a body of work could also reflect on the many dilemmas and challenges faced by those at the cutting edge of developing this work and how these have been, if at all, addressed. Through drawing together researchers and practitioners in a conversation for the first time, this collection highlights the important work that has been developed thus far in this area and raises, and responds to, some of the questions that might be encountered by those seeking to take this work forward in the future. While the majority of contributors are drawn from the UK, we have included contributions from elsewhere on issues not yet written about in the UK to extend the critical conversation.

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Preventing Violence against Women and Girls
Educational work with children and young people
Editors: and