Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.

Originally presented as the author's Thesis (doctoral)--Freie Universität, Berlin, 2001. / Includes bibliographical references (p. [247]-270).

This study responds to the following research question: How might rural school youth engage peers using social media in a participatory cultures framework to contribute to addressing gender-based violence in their community? This question is supported by the following secondary questions: How do rural school youth understand gender-based violence in their community. how might rural school youth use social media within a participatory cultures framework to engage peers in addressing GBV How can rural school youth engage with their peers via social media to facilitate youth agency in a participatory cultures framework This qualitative study is positioned in a critical paradigm and employs a visual participatory research methodology to contribute to addressing gender-based violence in the age of HIV and AIDS. The participants in this study are five learners (3 boys and 2 girls) with five of their peers (3 boys and 2 girls) from a secondary school in rural Vulindlela in KwaZulu-Natal, purposively selected from Grade 9 classes. Digital storytelling was employed as the main visual method of data generation to express the participants’ understanding of, and solutions to, genderbased violence. The stories were used by the participants to engage their peers around the topic via social media and to enable them to reflect on their own agency. The study draws on Jenkins’ theory of participatory cultures as a heoretical framework. Thematic analysis was applied to make meaning of the findings. The findings show that rural school youth understand gender-based violence (GBV) as a complex problem. Youthful learners are able to competently apply social media to address GBV and engage their peers through social media – hifting the power to participate as agents of change.The findings have implications for youth, the school, and the community. The youth are seen as knowledgeable actors who should inform intervention programmes aimed at social change. Social media can offer an engaging environment for peer learning and support. For digital participation, the youth need to acquire digital skills at school which could be integrated throughout the curriculum, drawing on participatory cultures. In the community, youth as knowledge producers are competent in leading, guiding, and instructing community members using social media spaces as more people have access to inexpensive digital technology that allows them to participate in community intervention programmes aimed at social change. I conclude by arguing that youth can express lived realties on GBV and solutions to GBV through visual methods such as digital storytelling. Their engagement on social media such as Facebook can be viewed as intervention by assuming agency through a guided process of solving community problems collaboratively with peers through the process of participatory cultures. This democratic process strengthens agency for community benefit and highlights a new youth and peer culture where youth circulate new and self-made content aimed at social action through their continuous reflection – a shift in power as the voices and actions of youth are acknowledged.