Lyndsay Mclean Hilker
Biographic Data
| ID | 81550 |
|---|---|
| NAME | Lyndsay Mclean Hilker |
| GIVEN NAMES | Lyndsay Mclean |
| FAMILY NAME | Hilker |
| SIGNATURE | HILKER L M |
| AFFILIATIONS | University of Sussex |
| ORCID | 0000-0001-5983-4630 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Teaching about gender violence, with and for gender justice
This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates intersectional gender justice; (iii) ethical – how to e…
Shifting and transforming gender-inequitable beliefs, behaviours and norms in intimate partnerships
This paper explores the relationship between changes in individual beliefs and behaviours, couple relationship dynamics and gender norms – and how interventions can influence these. It draws on longitudinal qualitative research with heterosexual couples who participated in the Indashyikirwa programme in Rwanda. The couples followed a curriculum designed to improve relationship skills and reduce the gender-inequitable beliefs, behaviours and norms…
The doing and undoing of male household decision-making and economic authority in Rwanda and its implications for gender transformative programming
This paper explores two key norms that underpin intimate partner violence in Rwanda: men's roles as economic providers and decision-making authorities in the household. It describes the political, legal and socio-economic factors affecting these norms and how they create opportunities and barriers to 'undoing' restrictive gender norms. Findings are drawn from an evaluation of Inadshyikirwa, an intimate partner violence prevention programme operat…
Empowerment’ of adolescent girls and young women in Kinshasa
In mid-2015, a team of 15 Congolese ‘girl researchers’ were recruited, trained, and mentored by the UK’s Department for International Development-funded La Pépinière programme. They conducted peer-to-peer research to explore the experiences, perceptions, and aspirations of adolescent girls and young women in Kinshasa, Democratic Republic of Congo, in relation to their economic and social empowerment. In this fragile urban context, societal and pe…
Navigating adolescence and young adulthood in Rwanda during and after genocide
This paper explores intersections of ethnicity, gender and age in Rwanda during and following the 1994 genocide. It firstly considers how these intersections affected the specific dynamics and nature of the violence during the genocide. It then examines how these intersections have shifted following the genocide in the context of a nation-building project, which has rejected ethnicity, yet embraced the pursuit of gender equality. Drawing on ethno…
Rwanda's 'Hutsi
This article looks at young Rwandans of ‘mixed’ Hutu–Tutsi heritage, exploring how their mixed identity shaped their experiences during the 1994 genocide and how it influences their everyday experiences of categorization and belonging in contemporary Rwanda. It reveals the complex position of these young ‘Hutsi’ and the significant constraints they face in exercising identity choices in a context with a history of ethnic violence and where state …
Everyday ethnicities
Drawing on ethnographic research with young Rwandans in Kigali, this paper explores the role of the “ethnic” categories “Hutu,” “Tutsi” and “Twa” in their everyday relations and relationships. Through exploring their narratives, practices and social interactions, the paper demonstrates that—despite current state policies that seek to de-emphasize “ethnic” identities—ethnicity remains salient in contemporary Rwanda. Although many young Rwandans co…
Everyday ethnicities
Drawing on ethnographic research with young Rwandans in Kigali, this paper explores the role of the “ethnic” categories “Hutu,” “Tutsi” and “Twa” in their everyday relations and relationships. Through exploring their narratives, practices and social interactions, the paper demonstrates that—despite current state policies that seek to de-emphasize “ethnic” identities—ethnicity remains salient in contemporary Rwanda. Although many young Rwandans co…
Rwanda's 'Hutsi
This article looks at young Rwandans of ‘mixed’ Hutu–Tutsi heritage, exploring how their mixed identity shaped their experiences during the 1994 genocide and how it influences their everyday experiences of categorization and belonging in contemporary Rwanda. It reveals the complex position of these young ‘Hutsi’ and the significant constraints they face in exercising identity choices in a context with a history of ethnic violence and where state …
Teaching about gender violence, with and for gender justice
This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates intersectional gender justice; (iii) ethical – how to e…
Navigating adolescence and young adulthood in Rwanda during and after genocide
This paper explores intersections of ethnicity, gender and age in Rwanda during and following the 1994 genocide. It firstly considers how these intersections affected the specific dynamics and nature of the violence during the genocide. It then examines how these intersections have shifted following the genocide in the context of a nation-building project, which has rejected ethnicity, yet embraced the pursuit of gender equality. Drawing on ethno…
Everyday ethnicities
Drawing on ethnographic research with young Rwandans in Kigali, this paper explores the role of the “ethnic” categories “Hutu,” “Tutsi” and “Twa” in their everyday relations and relationships. Through exploring their narratives, practices and social interactions, the paper demonstrates that—despite current state policies that seek to de-emphasize “ethnic” identities—ethnicity remains salient in contemporary Rwanda. Although many young Rwandans co…
Rwanda's 'Hutsi
This article looks at young Rwandans of ‘mixed’ Hutu–Tutsi heritage, exploring how their mixed identity shaped their experiences during the 1994 genocide and how it influences their everyday experiences of categorization and belonging in contemporary Rwanda. It reveals the complex position of these young ‘Hutsi’ and the significant constraints they face in exercising identity choices in a context with a history of ethnic violence and where state …
Navigating adolescence and young adulthood in Rwanda during and after genocide
This paper explores intersections of ethnicity, gender and age in Rwanda during and following the 1994 genocide. It firstly considers how these intersections affected the specific dynamics and nature of the violence during the genocide. It then examines how these intersections have shifted following the genocide in the context of a nation-building project, which has rejected ethnicity, yet embraced the pursuit of gender equality. Drawing on ethno…
Empowerment’ of adolescent girls and young women in Kinshasa
In mid-2015, a team of 15 Congolese ‘girl researchers’ were recruited, trained, and mentored by the UK’s Department for International Development-funded La Pépinière programme. They conducted peer-to-peer research to explore the experiences, perceptions, and aspirations of adolescent girls and young women in Kinshasa, Democratic Republic of Congo, in relation to their economic and social empowerment. In this fragile urban context, societal and pe…
The doing and undoing of male household decision-making and economic authority in Rwanda and its implications for gender transformative programming
This paper explores two key norms that underpin intimate partner violence in Rwanda: men's roles as economic providers and decision-making authorities in the household. It describes the political, legal and socio-economic factors affecting these norms and how they create opportunities and barriers to 'undoing' restrictive gender norms. Findings are drawn from an evaluation of Inadshyikirwa, an intimate partner violence prevention programme operat…
Shifting and transforming gender-inequitable beliefs, behaviours and norms in intimate partnerships
This paper explores the relationship between changes in individual beliefs and behaviours, couple relationship dynamics and gender norms – and how interventions can influence these. It draws on longitudinal qualitative research with heterosexual couples who participated in the Indashyikirwa programme in Rwanda. The couples followed a curriculum designed to improve relationship skills and reduce the gender-inequitable beliefs, behaviours and norms…
Teaching about gender violence, with and for gender justice
This paper reflects on teaching a postgraduate degree which aims to support students to understand and challenge gender violence and contribute to gender justice. It explores three dilemmas: (i) epistemological – how to create a curriculum which embraces diverse knowledges and decentres perspectives which can produce violence; (ii) pedagogical – how to create a learning space which generates intersectional gender justice; (iii) ethical – how to e…
Gender Studies (7 works) · Sociology (7 works) · Gender Studies (5 works) · Political science (5 works) · Psychology (5 works) · Law (4 works) · Law (4 works) · Anthropology (3 works) · Context (archaeology (3 works) · Ethnic group (3 works)