“Say no to bad touches”: Schools, sexual identity and sexual violence in northern Uganda

Porter, Holly

doi:10.1016/j.ijedudev.2014.10.003

Cited by 19 publications

(22 citation statements)

References 11 publications

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“…The analysis presented here draws on long‐term ethnographic work on sexual violence in the Acholi subregion of northern Uganda (Porter, , , , , , , ). Over the years this research has included an initial random sample and interviews of nearly 200 women in two villages about their experiences with forced sex; sustained interaction with key informants drawn from this group and their/my surroundings; another study focused on ex‐combatant clients of a reception centre; discussions with men and public authorities; work in schools with teachers on sexual education; and over 150 ‘love‐life’ history interviews including formerly displaced people and ex‐combatants .…”

Section: A Brief Note On Methods and Contextmentioning

confidence: 99%

“…Also since I didn't know the person, I couldn't do anything. A commonly stated wartime concern (particularly by men) in the camps was the exploitation of women and girls by soldiers — not just in terms of possible sexual violence but also sex outside the social sanctioning and structures of customary payments. Men's provision for women is widely considered integral to Acholi notions of masculinity and of ways of showing affection (Porter, , ; Tapscott, ). Camp life undermined this dramatically and men were unable to fulfil masculine norms in relationships, particularly when compared to wage‐earning soldiers (Dolan, ).…”

Section: Moral Spacesmentioning

confidence: 99%

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Moral Spaces and Sexual Transgression: Understanding Rape in War and Post Conflict

Porter¹

2019

Development and Change

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When it comes to rape in war, evocative language describing rape as a 'weapon of war' has become commonplace. Although politically important, overemphasis on strategic aspects of wartime sexual violence can be misleading. Alternative explanations tend to understand rape either as exceptional -a departure from 'normal' sexual relationships -or as part of a continuum of gendered violence. This article shows how, even in war, norms are not suspended; nor do they simply continue. War changes the moral landscape. Drawing on ethnographic research over 10 years in northern Uganda, this article argues for a re-sexualization of understandings of rape. It posits that sexual mores are central to explaining sexual violence, and that sexual norms -and hence transgressions -vary depending on the moral spaces in which they occur. In Acholi, moral spaces have temporal dimensions ('olden times', the 'time of fighting' and 'these days') and associated spatial dimensions (home, camp, bush, village, town). The dynamics of each help to explain the occurrence of some forms of sexual violence and the rarity of others. By reflecting on sexual norms and transgressions in these moral spaces, the article sheds light on the relationship between 'event' and 'ordinary', rape and war.Development and Change 50(4):

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Section: A Brief Note On Methods and Contextmentioning

confidence: 99%

Section: Moral Spacesmentioning

confidence: 99%

Moral Spaces and Sexual Transgression: Understanding Rape in War and Post Conflict

Porter¹

2019

Development and Change

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“…Therefore, adolescents are expected to develop self-identity in order to realize who they are, acknowledge their character, and actin accordance with the values and norms. This helps them take precautions against pornography (Porter, 2015).…”

Section: Reveal the Condition Of Students' Identity In Facing Pornogrmentioning

confidence: 99%

Reveal the Condition of Students' Identity in Facing Pornography

Pramesti

Ahmad

Netrawati

2019

JELS

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Self-identity has an important role in student development. Failure to cultivate this quality leads to deviant behavior such as pornography. The purpose of this study was to describe the identity of students with regard to pornography. The research methods used were quantitative with a descriptive analysis approach. The population sample included 106 public vocational students in the city of Padang selected by the proportional random sampling technique. The data collection technique in this study used a questionnaire instrument with a Likert model scale. The results showed the identity of students have a 7% contribution in identity diffusion conditions, 32% identity foreclosure conditions, 48% moratorium conditions, and 13% achievement conditions. The findings of this study might be used by counselors to help students in forming their own identities especially in the face of pornography.

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“…While the Acholi meta‐narrative links livelihoods to military service (Bøås, ), the Acholi masculine ideal‐type emphasises the use of masculine power to provide for and protect one's family and to father children (Dolan, , ; Porter, ). An ideal Acholi man respects and upholds social order, including age and gender hierarchies that prefer elders to youths, and men to women.…”

Section: Civilian Masculinity and War In Northern Ugandamentioning

confidence: 99%

Policing men: militarised masculinity, youth livelihoods, and security in conflict‐affected northern Uganda

Tapscott

2017

Disasters

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“Say no to bad touches”: Schools, sexual identity and sexual violence in northern Uganda

Cited by 19 publications

References 11 publications

Moral Spaces and Sexual Transgression: Understanding Rape in War and Post Conflict

Moral Spaces and Sexual Transgression: Understanding Rape in War and Post Conflict

Reveal the Condition of Students' Identity in Facing Pornography

Policing men: militarised masculinity, youth livelihoods, and security in conflict‐affected northern Uganda

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