Crossing from violence to nonviolence: pedagogy and memory
This 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.
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