Jo Heslop
Biographic Data
| ID | 3893144 |
|---|---|
| NAME | Jo Heslop |
| GIVEN NAMES | Jo |
| FAMILY NAME | Heslop |
| SIGNATURE | HESLOP J |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
The ebbs and flows of policy enactments on school-related gender-based violence
Making meaning from data on school-related gender-based violence by examining discourse and practice
Efforts to address school-related gender-based violence (SRGBV) globally are hampered by conceptual and methodological difficulties in capturing meaningful data needed to inform policy and practice. Whilst the emphases of influential studies tend to be on measuring practice of violence, the authors investigate whether they can develop a more meaningful analysis that incorporates attention to both discourse and practice. They do this by examining …
Between tradition and modernity
This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational i…
Conceptualising gender and violence in research
Girls claiming education rights
Moving beyond the "male perpetrator, female victim" discourse in addressing sex and relationships for HIV prevention
Despite the resources put into HIV education programmes with young people in sub-Saharan Africa in the past two decades, there is little clear evidence of impact. Many programmes continue to be oriented towards individual behaviour change (and in reality, often sexual abstinence) with insufficient focus on understanding how societies constrain or enable individual agency in sexual decision-making and how this is affected by social norms. If educa…
The Formation and Extension of Class Concepts in Primary School Children
S ummary . The aims of the investigation were (1) to establish the extent to which Vigotsky's model of concept formation applied to English primary school children; (2) to examine the relationships between age, verbal ability, non‐verbal ability and levels of thinking; and (3) to examine the relationship between level of thinking and performance in tests of transfer. 60 primary school children aged 6 years to 11 years were given the Vigotsky sort…
Conceptualising gender and violence in research
Girls claiming education rights
Between tradition and modernity
This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational i…
Moving beyond the "male perpetrator, female victim" discourse in addressing sex and relationships for HIV prevention
Despite the resources put into HIV education programmes with young people in sub-Saharan Africa in the past two decades, there is little clear evidence of impact. Many programmes continue to be oriented towards individual behaviour change (and in reality, often sexual abstinence) with insufficient focus on understanding how societies constrain or enable individual agency in sexual decision-making and how this is affected by social norms. If educa…
Making meaning from data on school-related gender-based violence by examining discourse and practice
Efforts to address school-related gender-based violence (SRGBV) globally are hampered by conceptual and methodological difficulties in capturing meaningful data needed to inform policy and practice. Whilst the emphases of influential studies tend to be on measuring practice of violence, the authors investigate whether they can develop a more meaningful analysis that incorporates attention to both discourse and practice. They do this by examining …
The Formation and Extension of Class Concepts in Primary School Children
S ummary . The aims of the investigation were (1) to establish the extent to which Vigotsky's model of concept formation applied to English primary school children; (2) to examine the relationships between age, verbal ability, non‐verbal ability and levels of thinking; and (3) to examine the relationship between level of thinking and performance in tests of transfer. 60 primary school children aged 6 years to 11 years were given the Vigotsky sort…
Conceptualising gender and violence in research
Girls claiming education rights
Moving beyond the "male perpetrator, female victim" discourse in addressing sex and relationships for HIV prevention
Despite the resources put into HIV education programmes with young people in sub-Saharan Africa in the past two decades, there is little clear evidence of impact. Many programmes continue to be oriented towards individual behaviour change (and in reality, often sexual abstinence) with insufficient focus on understanding how societies constrain or enable individual agency in sexual decision-making and how this is affected by social norms. If educa…
Between tradition and modernity
This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational i…
Making meaning from data on school-related gender-based violence by examining discourse and practice
Efforts to address school-related gender-based violence (SRGBV) globally are hampered by conceptual and methodological difficulties in capturing meaningful data needed to inform policy and practice. Whilst the emphases of influential studies tend to be on measuring practice of violence, the authors investigate whether they can develop a more meaningful analysis that incorporates attention to both discourse and practice. They do this by examining …
The ebbs and flows of policy enactments on school-related gender-based violence
Sociology (6 works) · Political science (5 works) · Gender Politics and Representation (4 works) · Gender Studies (4 works) · Psychology (4 works) · Social science (4 works) · Gender Studies (3 works) · Adolescent Sexual and Reproductive Health (2 works) · Conceptual framework (2 works) · Criminology (2 works)