TEACHER’S PERCEPTION TOWARDS ON-CAMPUS

GENDER BASED VIOLENCE

Submitted By:

BRAIKHNA AMAN

Supervised By

MS. RABIA FAYYAZ

INSTITUTE OF PEACE & CONFLICT STUDIES

UNIVERSITY OF PESHAWAR
SESSION: (2017-2019)
TEACHER’S PERCEPTION TOWARDS ON-CAMPUS
GENDER BASED VIOLENCE

This thesis is submitted to the institute of peace and conflict studies university of
Peshawar as per the requirement for the award of
MASTERS

Submitted By:

BRAIKHNA AMAN

Supervised By:

MS. RABIA FAYYAZ

INSTITUTE OF PEACE & CONFLICT STUDIES

UNIVERSITY OF PESHAWAR
SESSION: (2017-2019)
 ACKNOWLEDGMENT
I am extremely thankful to ALL MIGHTY ALLAH, who provided all energy and
strength for the completion of research. After Allah I am very much thankful and
obliged to my supervisor Ms.RabiaFayyazfor his patience and guidance during my
studies and research. I am also thankful to family and friends for moral support
and encouragement.

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 ABSTRACT
The present study “Teacher’s Perception Towards On-Campus Gender Based
Violence” in the different departments of the University of Peshawar. The key
role of this study to explain the idea of faculty staff at various departments about
the gender based violence . Also to study the dimensions of gender based
violence. For this purpose we have collection an information from respondents in
which there were male teachers and female teachers. According to the research
study different dimension of the violence were found in the students of university
of Peshawar e.g physical violence physiological torture, mental torture, jealousy,
sexual violence and many more. In all these males have the key role as perpetrator
of violence in the modes and manifestations, where as the sexual assaults are kept
as confidential in fear of social stigmatization.

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 TABLE OF CONTENTS
ACKNOWLEDGMENT...........................................................................................i
ABSTRACT.............................................................................................................ii
CHAPTER-1...........................................................................................................1
INTRODUCTION..................................................................................................1
1.1 BACKGROUND.......................................................................................1
1.2 SIGNIFICANCE OF THE STUDY..........................................................3
1.3 AIMS AND OBJECTIVE.........................................................................4
1.4 HYPOTHESIS...........................................................................................4
1.5 RESEARCH QUESTION.........................................................................4
CHAPTER-2...........................................................................................................5
LITERATURE REVIEW......................................................................................5
2.1 WHAT IS GENDER BASED VIOLENCE ?...........................................5
2.2 TYPES OF GENDER BASED VIOLENCE............................................5
2.2.1 Physical Violence:..............................................................................5
2.2.2 Sexual Violence:................................................................................5
2.2.3 Emotional Violence:...........................................................................5
2.2.4 Spiritual Violence:.............................................................................6
2.2.5 Verbal Violence:................................................................................6
2.3 GENDER BASED VIUOLENCE IN VNIVERSITY...............................6
2.4 HISTORICAL BACKGROUND OF GENDER BASED VIOLENCE....6
CHAPTER-3.........................................................................................................10
RESEARCH METHODOLOGY.......................................................................10
3.1 Topic:.......................................................................................................10
3.2 Objectives:...............................................................................................10
3.3 Hypothesis:..............................................................................................10
3.4 Research Question:..................................................................................10
3.5 Methodology:..........................................................................................10
3.6 Tools of data collection:..........................................................................11
3.7 Sample size:.............................................................................................11
3.8 Sampling technique:................................................................................11
CHAPTER-4.........................................................................................................12
RESULTS AND DISCUSSION..........................................................................12
CHAPTER-5.........................................................................................................20
CONCLUSION.....................................................................................................20

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 REFERENCES.................................................................................................21

CHAPTER-1

INTRODUCTION

1.1 BACKGROUND

Gender based violence is a learned behaviour, which may have interpersonal or

structural roots. It’s manifestation of inequality between genders, expressed in an
extreme manner that leaves the perpetrated physically harmed or psychologically
tortured or harassed. It is also indicative of the power disparity between genders
and has also been broadly categorised as a public health issue. Gender based
violence has serious implications for overall society in terms of esteem, happiness
and wellbeing. The problem is more pronounced in our society, as indicated by
many researchers, and women are the primary affected, according to a Thomson
Reuters Foundation Poll, Pakistan is ranked the 3rd the most dangerous country
for women in the world, found in polls in 2011 by experts.

In Pakistan work on violence is mostly done by non-governmental organisation.

The study is considering four categories of violence in university: the physical
which is in form of attacks etc. socio-physiological violence which including the
aggression, humiliation, cyber-bullying. The sexual violence and economics
violence. There is a lot of reason and quite easy to look at the physical violence,
this would ignore the myriad way in which the students and the teachers
experience harm in their life.

Educational institutions act as interactive environments for the socialisation of

humans, primarily comprised of 18-26 years old groups. The age group has
previously finished High school. Thus, it has immense impact on the development
of behaviour of students, exposed to an educational system where both genders
study together. Among learned behaviours, how this interactive environment
forges personalities in relation to gender based violence is the aim of this study.

As proposed in theories of social disintegration (Heitmeyer&Anhut, 2008),

violence is seen as a reaction to the denial of recognition, and has socialstructural,

1
institutional and socioemotional dimensions. Involving different stakeholders, in a
democratic manner can develop violence free systems, whereas if social morale of
certain stakeholders is undermined usually in a political climate of egocentric,
competition-oriented attitudes and ideologies, can lead to eruption of violence. In
institutes, denial of recognition and the possibility of violence would be
recognised as an outcome of the increasingly individualistic, examination-oriented
systems, as demonstrated by (Clive Harber&Sakade, 2009) and Davies, (2004).

Universities though represent the outside social norms yet some key differences
are there that may leave different imprints on the psychology of its stakeholders.
This study explores the subject of gender based violence in the University of
Peshawar. The University of Peshawar in located in Khyber Pakhtunkhwa, and
thus has imprints of Pakhtun culture on its dynamics. Ethnicity wise, most
students are Pakhtun, followed by Chitralis, Sirakis, and Hindko speaking
population. This changes the dynamics from a culturally isolated system outside to
a close system with multiple varied cultures in coexistence. Thus university
students are exposed to an environment of cultural acceptance in the subtlest
manner.

More importantly the Gender based division, is almost 50-50, with few
departments having a bias towards one gender or another, for instance the
department of Geology, UOP, has more male students than female, on the
contrary department of psychology has more female students. Furthermore, the
sophomores have just entered into a new dynamic system of the university, with
co-education, previously coming from schools with genderexclusively form of
education.

Another very important factor is boarding students, including both genders, who
have marked differences to start with – firstly, boarding students are isolated from
their home, hence are not dictated or supervised by elder family members.
Secondly, boarding students tend to feel more responsibility towards their actions,
and have inclinations towards individualism. On the contrary, this group is also
more vulnerable to violence in general and gender based violence. So the stronger
among the students tend to consolidate a more powerful persona, while the weaker
may find the environment more hostile.

2
Furthermore, the university puts a pressure for sociability and courtesy, thus the
means of violence are more psychological than physical. Coercion is generally
avoided while persuasion is the primary method used to inflict violence. To this
effect, it’s important to notice, that certain mixed gendered departments are more
prone to GBV than others, primarily due to the age difference among students of
different departments and subject matter. For instance, science department
students are more vulnerable than arts.

Gender based violence in the university is also structural, since the administration
is male dominated and patriarchy values are followed. Most

Common are cases of sexual harassments of female students by professors, and

acts of violence of men against men, with an underlying women cause,
expressions of radical feminism from women professors. Structural violence also
erupts from power politics inside the university.

Furthermore, University students act more individually and isolated, yet the
institution fails to provide or duplicate support that family, friends and outside
society offers. This disrupts the student’s socialisation in nonacademic life, and
can disrupt the proper socialisation of students, who may develop violent
behaviour in post-university life.

The research tends to determine the reason that lead to violence, and violent
behaviour among the perpetrators, with an aim to curb violence and promote a
more gender positive environment. So as to help policy makers, with its indicators
of violence, to formulate a better and practical policy towards the issue of gender
based violence in the institution.

1.2 SIGNIFICANCE OF THE STUDY

Gender based violence students from reaching their potentials. They may males or
females, our research is to transform attitude of the perpetrators to prevent gender
based violence. The GBV may have the different dimensions either physical,
physiological, sexual violence. Girls must never be held responsible for the
violence that’s happens to them. Poor, fearful students in university are more

3
exposed to the gender based violence. The Gender based violence is not private
matter it must be uncovered in order for it to be challenged.

1.3 AIMS AND OBJECTIVES:

The aims and objectives of this research study, follow

 To study the dimensions of Gender based violence.

 To study the perception of teachers toward Gender based violence in the
University of Peshawar.

CHAPTER-2

LITERATURE REVIEW
The previous chapter provided an introduction to the study. This chapter provides a
critical analysis of the existing literature on the issue under discussion.

2.1 WHAT IS GENDER BASED VIOLENCE?

Gender based violence is a learned behaviour, which may have interpersonal or

structural roots. It’s manifestation of inequality between genders, expressed in an
extreme manner that leaves the perpetrated physically harmed or psychologically
tortured or harassed. It is also indicative of the power disparity between genders
and has also been broadly categorised as a public health issue. Gender based

4
violence has serious implications for overall society in terms of esteem, happiness
and wellbeing. The problem is more pronounced in our society, as indicated by
many researchers, and women are the primary affected, according to a Thomson
Reuters Foundation Poll, Pakistan is ranked the 3rd the most dangerous country
for women in the world, found in polls in 2011 by experts.

2.2 TYPES OF GENDER BASED VIOLENCE

There are different forms of gender based violence which depends on situation
where they happen. Some of the types of the violence are described.

2.2.1 Physical Violence:

It is basically involves person using physical force against you.

2.2.2 Sexual Violence:

It is the any sexual attempt or act against the person to obtain sexual act, female
students are more exposed to this type of violence.

2.2.3 Emotional Violence:

Emotional violence is the form of abuse, characterized by a person subjecting or

exposing another person to behaviour that may result in psychological trauma.

5
2.2.4 Spiritual Violence:

The persecution of a person or group on religious ground, without actual physical

violence.

2.2.5 Verbal Violence:

Description verbal abuse is the act of forcefully criticizing, insulting, or

denouncing another person. Characterized by underlying anger and hostility, it is a
destructive form of communication intended to harm the self concept of the other
person and produce negative emotions.

2.3 GENDER BASED VIOLENCE IN UNIVERSITY

The case study of selected departments of university of Peshawar was carried out
the main purpose of this study to aware student’s perception about the violence,
the reason for the violence and illustration on the basis of the gender, ethnicity and
class difference. Keeping in view the University are divided into different zones,
the research study were from 8 teachers.They are randomly selected for the
interview based survey, 4 were males and 4 were females. According to books
articles and journals all the points are kept in mind .Their proportionality
allocation were from faculty members (lecturer, assistant professor and professor).

2.4 HISTORICAL BACKGROUND OF GENDER BASED

VIOLENCE

In the 1883; the Bundara suggested that the individuals can learn aggression by
the observing models. He declared that those learning in the four stages the first
one is the response and the outcomes are clearly observed by the observers,
secondly the observations are encoded, thirdly the encoding should lead to the
limitations of observed behaviour, the fourth is if the appropriate conditions for
the incentives to performance exist then the limitations is actually occurred.

Violence is spread throughout the educational institution, it may produce a

violence consumes a violence. (cliveharber; 2002). About the act of violence
considerable amount of literature has questioned the assumedly today societies (

6
Dubet, 2003;C. Harber and munccbe 2003). Pakistan labour force survey
(2014_15) states that the overall labour participation different male participation is
67.8% and the female having the 22%. According to this comparison there is huge
gender difference, not only in the educational institute but other sectors as well.
The differences is not only in Pakistan but in the entire world (Aafiazia 2018:64)

Any harmful act which are against the will of person; used in publicly or
privately.(2009:5) the Kestedet and Esiner stated that the distinct of violence have
closely resemblance to each other’s. In the society they have the high rate due
unemployment and financial crises; it may decreases instantly or after end of the
wars. In some terms the violence is the harsh and sudden outburst of the someone
emotions and anxiety and tensions (George 2003)

If consider the group violence it is planned programmed or rationally organized to

achieve some goals. The second terms the violence is that it is “socially
embedded”, this certainly noted that violence is the normal array of functioning of
society for the socialization and social inhibition to control violence. The human
being is full of desires and clashes it cannot be controlled for this we need to
institution such as educations play important role to limit these human desires.

According to the situational action theory of violence (Per-OldofH.Wikstrom,

2014) violence is the physical harm to the other human being; either it is the
simple form of speaking or hitting. In the other perspective the harm (wikstrom
and treiber , 2009:78) is itself and expensive form of the violence or to achieve
another goal.

There are scholars who look at the institution of education quite cynically. Harber
(2002), for instance, believes that the very inception of the idea of mass education
was primarily motivated by the objective of controlling minds and bodies. But
because the idea was garbed under the pretext of producing informed and skilled
citizens, it not only gained social acceptance but also appreciation. Alongside the
institutions of hospital, prison, and

Factories, industrialisation gave birth to the institution of school as means for

creating order and docility in society (Foucault, 1977). These institutions operate

7
as spaces of confinement, wherein the socially integrative duties of family – rear
and care of children and dependents – have been taken away by professionals such
as social workers, psychiatrists, police, teachers and prison guards who dictate
manners to youngsters (Dubet, 2003). Some writers, for example Meighan (1999:
4), argue that the idea of sending children to schools without their consent is a
form of violence itself and an abuse of human rights: “ based on current model of
the compulsory day detention centre, is itself a bully institution. When you take
the free will out of education, this turns it into schooling”.

According to Vander Ven et al. (2001), working mothers have negative effect on
children’s socialization and possible incorporation into delinquency. However,
this is usually the case in urban contexts but not in rural contexts. With respect to
urban areas, Vander Ven et al. (2002 cited in Fry, 2010: 09) argues that children
whose mothers are working spend more time with peer groups; the pattern of
orientation and learning shifts towards peers which in most of the cases lead to
delinquent behaviour and violence.

Bullying is perhaps the most vivid form of violence experienced by students.

Partly because there appears to be no clearer legislation in many countries and
partly because bullying is subject to variety of interpretations depending upon,
who use it against whom and in which context? A student could be referred to as
being bullied “… or victimized when he or she is exposed, repeatedly and over
time, to negative actions on the part of one or more other students” (Olweus,
1993). Usually the entire system of disciplining is based on command-and-control
through labelling and punishment.

Sometimes, almost unconsciously teachers name calling and labelling students

divides them into two camps of ‘good’ students and ‘bad’ students. It is estimated
that every year, some 20% to 65% of school children suffer from verbal and
physical abuse and 150 million girls and 73 million boys suffer from sexual
violence (Plan, 2008a). Bullying could, however, take on many forms such as
name-calling, social exclusion and blackmailing (Plan, 2008: 37). In order to
discipline a child teacher resort to shaming and namecalling (Cavanagh, 2008:
68). One of the major consequences of bullying is that students truant from

8
schools thus making them vulnerable to negative effects outside schools (Hayden,
2009: 19).

Although scrutiny of the research findings presented above in the review has
concluded that gender based violence has taken a shape of phenomenon across the
globe, both in developed and developing countries. Students irrespective of gender
considerations had been the victim of violence in any institute the mode of
violence varies from situation to situation and area to area, ranging from verbal
abuse to physical abuse and even sexual harassment. This situation has drastically
reduced the creativity amongst the students and has bad effects on their future
aspects.

9
 CHAPTER-3

RESEARCH METHODOLOGY
The previous chapter provided an analysis of the existing literature on the issue
under discussion. This chapter provides the research design of the study.

3.1 TOPIC:

My topic for the research studies is the “Teacher’s Perception towards On-
Campus Gender Based Violence”

3.2 AIMS AND OBJECTIVES:

The aims and objectives of this research study, follow

 To study the dimensions of Gender based violence.

 To study the perception of teachers toward Gender based violence in the
University of Peshawar.

3.3 HYPOTHESIS:

 Is the perceptions of males and females are same towards gender based
violence?
 Females are more exposed to physical and sexual harassment (GBV)?
 Is the Gender based violence happening in the campus?

3.4 RESEARCH QUESTION:

1. Determine the dimensions of the Gender based violence in University of

Peshawar?

2. To determine the ratio of the Gender based violence in male and female?

3.5 METHODOLOGY:

The data was collected from male teachers and females teachers of interview
based the university of Peshawar. An exploratory analysis was performed to study

10
perception of males and females towards Gender based violence and also to study
the dimension of Gender based violence.

3.6 TOOLS OF DATA COLLECTION:

A well defined open ended questionnaire was designed to collect the information
from males and females faculty staff at various departments of the University of
Peshawar. The questionnaire is one of the important tools to collect data on object
related to a problem under study. This method is time consuming but accurate to a
problem under consideration.

3.7 SAMPLE SIZE:

The University of Peshawar are divided in the 4 zones, and the teachers are
selected randomly from them. Eight teachers were interviewed, including 4 males
and 4 females.

3.8 SAMPLING TECHNIQUE:

In order to conduct this study the information was collected from total is
respondent things convenience sampling. The convenience sampling is a non
probability sampling technique. Were we must fill the questionnaire from the
respondents. Who show willingness and also they are easily approachable.

3.9 ETHICAL CONSIDERATION:

It is imperative that ethical consideration are considered during formulation of

evaluation plan. Data was collected from different departments of University of
Peshawar. Participants were informed about the evaluation being conducted. All
the teachers participated voluntarily free from coercion. Teachers interviewed
about GBV (Gender based violence) and the purpose of the project and who or
what group is findings. The research on Gender based violence stipulates the
prime importance of confidentially and safety. As part of consent procedure the
teachers were informed that data collected from different departments will be held
in strict confidence. The participants received an information leaflet with the
contact detail of research team and sources to support the range of problems.

11
12
 CHAPTER-4

RESULTS AND DISCUSSION

The previous chapter provided a design of the existing research . This chapter
presents the primary data which were collected from campus.

4.1 Teacher’s idea about Gender based violence:

The two teachers interviewed from the specific zone and gave information of
Gender based violence happening in the campus. The zone 1 teachers have the
idea about Gender based violence is that; “Gender based violence is the use of
force and violence by one gender against the other. It may be violence by a male
or female or by a female on male. But commonly gender based violence is
considered as violence by a male over female”.

The another teacher idea about Gender based violence is that; “It is inter gender
transgressions of physical form aimed at hurting a person or persons of the
opposite gender.”

The two teachers interviewed from the zone 2, and their idea about the Gender
based violence is such as, “Gender based violence is a phenomenon that is
accelerating a high pace, because of multiple reason.”

The another teacher from the same zone having idea that; “Gender based violence
includes domestic violence, sexual harassment, assaults, social exclusion. Men
and women equally exercise gender based violence but in different forms.
Whenever mostly suffer physically which is quite evident. Men faces emotional,
economic violence, but its unseen, most of the time.”

The two teachers were interviewed from the zone 3 and their idea about Gender
based violence are; ”Violence on the basis of gender whether male or female.”
And “Gender based violence greatly form past four years and effecting the overall
mental health and capabilities of new generation.”

13
The remaining two teachers from the zone 4 were interviewed and have the idea
about Gender based violence is that ; “Gender based violence is violence against
women category. I am not saying that men can’t be victims of violence ever but
my emphasis is a women or girls who suffer more in society due to unequal socio-
economic status.” And “Gender based violence in my opinion a violence done
with females due to discrimination. It is a violence which female faces due to
patriarchal society.”

“Gender based violence is deeply concerned with the gender inequality and
continues to be relation with the violations of human rights in a society. Both male
and female are experienced with this issue but majority of the victims are related
to females.’

Summarize the comments of the teachers :

From the study it was concluded from the most of the respondent; that gender
based violence is the physical harm mostly of the male over the female, they may
also leads to the domestic violence, sexual violence and many other forces of the
violence. These violence were mostly of the inequality, lack of the human rights
either for the male and female .

4.2 Dimensions of Gender based violence:

Teachers of the different zone were interviewed and gave the idea about the
dimensions of the Gender based violence. The zone 1 teachers have the perception
about dimensions of Gender based violence is that; “According to my opinion,
patriarchal structure of society leads to gender based violence.” And “It includes,
in my opinion; Physical hitting, Hitting with objects, Threatening to hit,
Psychological torture.”

The teachers from the zone 2 were interviewed and having opinion about
dimensions of Gender based violence : “The possible dimensions, I can think of
be, Jealousy, Superiority complex, Incompetence, Social factors.” And “Domestic
violence (I believe more women hit their children than husband hit their wives) ,
Rape, Assaults, False allegations on men, women”

14
As from same structure of data collection two teachers interviewed from the zone
3, their opinion about dimensions of Gender based violence ; “Beating of the
weaker gender, Torture – physical, psychological and social torture to keep one in
alone, Acid “ And “Considering it as very much common now a days it has
hazardous affects on new generations, specially kids. They will not be great
leaders, sportsman, scientist etc”.

The data were collected from the zone 4, two teachers interviewed and gave their
opinion about dimensions of the Gender based violence; “According to me the
dimension or effect that it causes depends on form of gender based violence,
whether it is physical or mental torture. Physical violence can cause injuries and
mental violence can result in lack of confidence and fear of society which could
be stigmatizing.” And “Physical violence: Any act which causes physical harm as
a result of unlawful physical force.

Sexual violence: Any sexual acts perform on a person without their consent. This
includes rape or sexual assault.”

Summarize the comments of the teachers

According to this research many aspects in our society take place in the face of
physical harm, superiority complex, incompetence, social factors, false allegation
(on both men and women) all these have the hazardous affects on the new
generation.

4.3 Prevalence of Gender based violence on campus:

The Gender based violence are the broad sense crime and increase in our society
slowly and steadily .It also happening in the campus. The teachers interviewed
about the prevalence from the different zones in the University of Peshawar

The teachers from the zone 1 were interviewed and their idea about prevalence is
that; “May be, but personally, I haven’t observed gender based violence in
campus.” And “As any congregation of Humans I think it will be happening but I
think it prevalence will be very low.”

15
As for the same structure of data collection two teachers interviewed from the
zone 2, and their idea about prevalence is that; “Off course, it happens on
campus.” And “No self experience.”

The two teachers from the zone 3 were interviewed and have the idea about
prevalence; “Yes, it is becoming prevalent much more in past few years and
several serious cases are coming in view.” And “Might be”

The remaining two teachers from the zone 4 were interviewed and have the idea
about prevalence of Gender based violence on campus; “Well I would say ‘yes’
more or less. This would be psychological violence which causes emotional
violence. It happens due to unbearable response by person to authority and in
response, person be ready to receive threats of any sort of harm, on campus many
students get attacked and any disturbance could lead to mental violence. It all
depends on nature of people in campus” and “I heard but never seen or observed
by it. Many of the female students are suffered from such issues.”

Summarize the comments of the teachers :

The study found that most of the teachers mentioned the existence of Gender
based violence in the campus. However, most of the teachers declared that the
frequency for the prevalence is very low.

4.4 Complaint about Gender based violence:

My research study have also related to determine the complaint, is there any
Gender based violence happening in the campus? For this I collected the data
from the campus. According to the divided wise zone I interviewed eight teachers.
Their perspective as under, from the zone 1; I interviewed two teachers their ideas
about complaint of Gender based violence “Yes, I have heard rare complaint of a
female who was teased by a male student by demanding his contact number .This
was the only case I have observed.” The second teacher idea about the complaint
is “In my 12 years of career there is one incident where a male student threatened
to hurt a female student.”

16
As same as the above structure data were collected from the two teachers of the
zone 2. They told “No, I am not part of the concerned committees.” The other
teacher gave idea such as “Female students are more exposed to such incidents;
however, in a year or two we have encountered cases/complaints from male
students as well.”

From the zone 3 two teachers interviewed their idea about complaints of Gender
based violence is such as “Never, I am always comfortable in my work place
environment. My male students, male colleagues have show greater respect than
their counterparts. In case of others, yes male students had complaint their last
year.” The other teacher of the zone 3 have the idea “Yes, but only once in my 8
years career over here.”

As above methodology two teacher of zone 4 gave their idea that “ No, I never
received any complaint regarding gender based violence. Students in my
department are very well mannered.” Same as the data were collected from the
second teacher;He told that “I have received complaint about gender based
violence from both male as well as female students. Most of the complaints were
about their teachers related with their marks.”

Summarize the comments of the teachers :

This study shows that Gender based violence happening in the campus, some
cases are reported in the face of the harassing the students in both Gender i-e male
and female. Some males harassing the females, demanding their contacts,
addresses etc.

4.5 Politics of Gender based violence:

For determines the ideas of the teachers about the politics of the Gender based
violence in campus. In this special type of question we can compare the western
society and eastern society. For this we interviewed eight different teachers.
According to the data requirement. The zone 1 teachers ideas is “I agree to some
extent that gender based violence is a western idea but ideas transfers socially and
geographically. Hence it does not further remain a western idea.” The second

17
teacher from the same zone perspective is “Probably relationship between men
and women in East is face different from the West .We can’t evaluate a position of
a person on the basis of western value. Some forms of gender based violence do
not exist. But gender is not a main issue in our world. We need much more than
this. There is Pashto proverb (Da mare hetekhabare) and gender is one of it.”

Same as the case the zone 2 teachers ideology the politics of Gender based
violence is such as “It is one of the many types of violence that happens. This just
gets more press time.” As data were collected from the second teacher of the zone
2 . He told that “The gender based violence is not a western idea. It happens
around the globe.”

We interviewed zone 3 teachers their ideology is “I do not think that gender based
violence can be totally western based idea , since cultural norms and religion are
two strong expects in here that can overcome any western pressure unfortunately,
getting away from religion restriction and cultural norms are more compared to
other sources.” The second teachers from the same zone gave the idea about
politics of the Gender based violence. He told that “It is the issue one may not
complain due to treat for students yours teachers or from boss your employee

In comparison to west, in Pakistan there may be less gender based violence but
without proper system of redressal while in west gender based violence it seem
less because of having proper system.”

The last not the least, two teachers interviewed for the data collection and their
idea is: “I am not so sure about it but this could be done for the sake of
economical differences and for forcefully prioritizing themselves.” Same as the
data collection, second teacher from the same zone told that “I think gender based
violence is not a big issue the western and hence we can’t judge the relationship of
men and women with the concept of western committees.”

Summarize the comments of the teachers:

18
The study proved that Gender based violence existed all over the world in
different forms. It may differ in east and may differ in west, so it’s not a western
idea.

CHAPTER-5

CONCLUSION
The previous chapter provided analysis of the collected data for the study. This
chapter provides the conclusion for the study.

The current study is concluded that the Gender based violence is one of the big
issue in our today society. Both the male and female are suffered from this issue,
however females are more exposed as compared to males. The exposition of
gender based violence exists due to patriarchal society, discrimination of gender,
and some other. Furthermore, the Gender based violence is not related only to
physical violence, or sexual violence, but this is also related to domestic violence,
superiority complex, social factors, jealously or mental torture. From the study it
was also concluded that Gender based violence exist in our University campus as

19
well. The female students were teased by male students, threats received from
male students for different purpose. Similarly different cases and complaint were
received from a male students about their teachers in which mostly related to their
marks. More over concluded that Gender based violence is not a problem only
related to the western societies but this is also happen is eastern communities
specially in Pakistan the Gender based violence greatly affect our new generation.
Hence we need to attract the attentions of our policy makers and other non
possible organization to overcome this problem.

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