Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development

Jones, Charlotte; Chappell, Anne; Alldred, Pam

doi:10.1080/09540253.2019.1649639

Cited by 12 publications

(4 citation statements)

References 29 publications

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“…Trainings for administrators, faculty, and staff that utilize feminist and emancipatory pedagogical techniques could help promote a culture of caring and support for survivors of sexual violence. For example, Jones et al (2019) found that the use of feminist pedagogy in university staff training regarding how to respond to disclosures of sexual assault led to most staff wanting to become part of a cultural change at the university to better support sexual assault survivors. While some staff members resisted the training, the majority of the staff responded positively to how the course was taught.…”

Section: Discussionmentioning

confidence: 99%

Empowering adult sexual assault survivors in higher education through emancipatory learning and feminist pedagogy

Giffin,

Sun,

Glowacki‐Dudka

2023

New Dir Adult Contin Educ

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This article presents emancipatory feminist teaching methods to empower adult women who are survivors of sexual assault in higher education settings. It delves into the work of leading scholars such as Paulo Freire, Henry Giroux, and Ira Shor, as well as feminist pedagogy and relevant literature on sexual assault survivorship in higher education. Through analysis and synthesis of this literature, the article provides implications, recommendations, and a critique of applying emancipatory feminist pedagogy to promote emancipatory learning to empower survivors.

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Section: Discussionmentioning

confidence: 99%

Empowering adult sexual assault survivors in higher education through emancipatory learning and feminist pedagogy

Giffin,

Sun,

Glowacki‐Dudka

2023

New Dir Adult Contin Educ

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“…The UK team recognized that they were attempting to fit a lot ('a Gender Studies Masters') into a three-day educational intervention. It could be accused of using training methodologies despite its learning outcomes reflecting educational intentions (Jones et al 2021) and it had an ambitious aim to offer theory as a resource for practitioners.…”

Section: The Gap Work Project In the Ukmentioning

confidence: 99%

Gender-Related Violence in Young People’s Lives: UK Practitioners’ Concerns and Planned Interventions

Cooper-Levitan

Alldred

2022

Social Sciences

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Youth workers are on the front line for supporting children and young people with the violence some of them face. However, education and training for this part of the role seemed lacking in our experience as a Youth and Community Worker and a Youth and Community Work Lecturer in the UK. An international project that sought to address this educational gap for ‘youth practitioners’ had a UK arm, which is the context for this article. This project created a three-day training course that sought to improve responses to gender-related violence (GRV) by increasing awareness, improving knowledge about providing support and making referrals, and also sought to prevent or reduce gender-related violence by challenging the inequalities on which it rests. The UK ‘youth practitioners’ who attended the training wrote almost 500 ‘action plans’—plans to act on the basis of the training, and analysis of these offers an indication of their concerns and priorities. Here, we present the concerns that UK-based teachers and youth workers had for the children and young people they worked with, and the forms of violence they were aware of when they began this training course. We then describe the interventions with young people or changes to their practice that these attendees said they would make in response to the training once they were back at work. This provides an agenda for action in youth, education and social services to address gender-related violence in the lives of children and young people in the UK. By the end of the training, the interventions they had committed to making included changes to their own practice, showing their reflexivity and their understanding that key tools for tackling gender-related violence included their own behaviour and reflexive practice in their service or team. They highlighted the need for culture change at an organisational level, and identified the problems of sexism and homophobia, even in their own workplaces. Their views about the value of the term gender-related violence (GRV) were mixed, with some practitioners finding it unnecessarily theoretical and others finding it a helpful link between areas of discrimination and of violence that they tended to tackle separately, such as between homophobia and violence against women and girls.

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“…Researchers have investigated this issue from many perspectives, themes, and intentions. One of the latest studies highlighted the optimistic approach to design feminist education for the university community as a pedagogical tool for dealing with sexual violence (Jones, Chappell, & Alldred, 2021). It might be essential as another study discovered that handling sexual violence cases might be negatively influenced by how higher education operated in the age of neoliberalism (Hurtado, 2021).…”

Section: Introductionmentioning

confidence: 99%

Sexual violence in Indonesian University: On students’ critical consciousness and agency

et al. 2021

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This qualitative study analysed how aspects of critical consciousness in students played a role in the issue of sexual violence in a higher education institution. This research involved students, lecturers, and elements of higher education leaders of a university in Aceh, Indonesia. For the data collection method, the researchers used semi-structured interviews. The data was analysed using thematic analysis with the utilization of critical consciousness and student agency concept as the theoretical frameworks. This study found that aspects of critical consciousness played a significant role in dealing with sexual violence issues in university. Without critical consciousness, students would potentially err in analysing the issue of sexual violence. Aspects of students' critical consciousness were also influenced by the structure or discourse of higher education in viewing sexual violence. The tendency of campus to be more concerned with its good reputation also exacerbated the handling and prevention of sexual violence cases. The implication of this research is the finding that critical consciousness and institutional structure influence each other, both positively and negatively. To deal with sexual violence, a university must promote critical consciousness among students and academics, create pro survivors’ discourse and underpin students' agency, and most importantly, strive to cultivate gender equity perspective among university leaders. Future research should focus on investigating effective pedagogy to nurture critical consciousness for supporting the anti-sexual violence agenda in a higher education institution

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Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development

Cited by 12 publications

References 29 publications

Empowering adult sexual assault survivors in higher education through emancipatory learning and feminist pedagogy

Empowering adult sexual assault survivors in higher education through emancipatory learning and feminist pedagogy

Gender-Related Violence in Young People’s Lives: UK Practitioners’ Concerns and Planned Interventions

Sexual violence in Indonesian University: On students’ critical consciousness and agency

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