Initial impressions point to a context where gender norms based on a girls’ “need to be protected” and boys’ having “lack of discipline and capacity to be studious”, can limit the aspirations of boys and girls, and what they expect of the opposite sex.

Though teachers and students shared that both boys and girls were treated the same in the classroom, through the photo activity it was evident that students were perceived differently depending on their sex. Adjectives attributed to girls were generally positive, when the ones generated for boys were primarily negative. This was also reflected in the different ways in which teachers disciplined students, where it was accepted that harsher methods are used for boys than girls.

The process of engaging with the three thematic areas, aspirations, behaviour in class and decisions, through photovoice and group discussions appeared to have been beneficial for participants, with teachers and students reporting that it gave them an opportunity to question their beliefs. Thus, at a first glance, possibly the biggest value of the VfS in supporting norm change is the sustained encouragement it provides teachers and students, to engage in processes of reflection, questioning and exposure to perspectives based on equality.

- Melissa Wong, Project Manager (November 9, 2018)