Dialogic Facilitation to Prevent Gender-based Violence among Pupils. From Stereotypes to Counter-narratives of the Gender Order

This article aims to show how specific forms of interaction in schools can promote active participation, challenge gender stereotypes and prevent gender-based violence, considering the relationship between communication, narratives and actions. Firstly, we present a theoretical background on gender-based violence, education and dialogic facilitation, gender and narratives. Thereafter, we analyse data collected through video-recorded interactions for a local research project, involving five different Italian middle school classes in workshops on gender differences and relationships. Two facilitators coordinated these activities in order to tackle gender stereotypes, promote dialogue, respect and equality, and prevent violence. The research we present here aims mainly to: i) analyse the main form of communication implemented by facilitators during the workshops; ii) analyse the narratives of gender differences produced by participants in interactions. Overall, the facilitators promoted active and spontaneous participation among children and fostered their construction of plural gender narratives through dialogic facilitation. Sometimes these narratives reproduced stereotypes and a traditional gender order, but more often they enhanced hybrid gender roles and equal gender relationships. This study aims to develop knowledge and further research on dialogic approach and violence prevention in schools.