Creating spaces for gender-based violence conversations for male students in South African higher education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The higher education sector in South Africa has been plagued for many years with incidences of gender-based violence (GBV). Statistics reveal that nationally 10 per cent of all GBV-reported cases emanate from higher education institutions. Scholars, governments and non-governmental organisations have opened awareness and conscientisation spaces where victims of GBV could share their experiences. The authors of this article contributed through a participatory action research and action learning (PALAR) project that engaged first-year male students in one higher education institution in South Africa in critical conversations about GBV. The authors drew on Paulo Freire’s Critical Consciousness concepts of critical reflection and critical action in framing the conversations in all seminars held with the male students. It needs to be noted that the current article reports on two initial conversations that formed part of a larger university-wide project that focuses on male students and different internal and external stakeholders to conceptually dissect GBV as a plague that must be eradicated, in addition to recommending practical strategies to curb GBV at institutional levels. Emerging from these two seminars were male contestations about the definition of GBV as a concept, and critical questions of voice and responsibility as reported in this article.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it