Teaching Domestic Violence in the New Millennium

Abstract

This article describes an intersectional approach to teaching about domestic violence (DV), which aims to empower students as critical thinkers and agents of change by merging theory, service learning, self-reflection, and activism. Three intersectional strategies and techniques for teaching about DV are discussed: promoting difference-consciousness, complicating gender-only power frameworks, and organizing for change. The author argues that to empower future generations to end violence, educators should put intersectionality into action through their use of scholarship, teaching methods, and pedagogical authority. Finally, the benefits and challenges of intersectional pedagogy for social justice education are considered.

A Scoping Review on the Use of Experiential Learning in Professional Education on Intimate Partner Violence

“…Our common conception of the “typical” victim of IPV often erases social position from what becomes the essential victim, resulting in the construction of IPV victims as white, female, heterosexual, and middle-class (Coker, 2016 ; Lockhart & Danis, 2010 ; MacDowell & Cammett, 2016 ; McQueeney, 2016 ). Such construction of the typical victim results in policies, interventions, and supports that fail to meet the needs of racialized women, Indigenous women, two-spirit, lesbian, gay, bisexual, transgender, and queer (2SLGBTQ +) individuals, and immigrant women (Coker, 2016 ; Duhaney, 2021 ; National Inquiry into Missing and Murdered Indigenous Women and Girls, 2019 ).…”

“…The exclusion of intersectional analysis in societal responses to IPV has, for some groups and communities, resulted in increased violence. Consider that the primary response to IPV is the criminal justice system; the same system that disproportionately targets people of color and 2SLGBTQ + individuals (McQueeney, 2016 ). For many, the criminal justice system increases the violence they experience; it does not prevent or stop it (McQueeney, 2016 ).…”

“…Consider that the primary response to IPV is the criminal justice system; the same system that disproportionately targets people of color and 2SLGBTQ + individuals (McQueeney, 2016 ). For many, the criminal justice system increases the violence they experience; it does not prevent or stop it (McQueeney, 2016 ). An intersectional analysis of the lived experiences of victims of IPV must go further to consider the intersections of the policies and institutions which serve to further marginalize victims, such as immigration laws, charging and prosecution policies, employment policies, housing policies, and policies of shelters and victim services (McQueeney, 2016 ; Lockhart & Danis, 2010 ; Duhaney, 2021 ).…”

Intimate partner violence: Attitudes in a sample of Italian students

“…There have been an increasing number of articles, papers, and other contributions on this topic in international literature in recent decades. In the last few years, most of the literature has focused on prevention, intervention, and legal issues (Crabtree-Nelson, Grossman, & Lundy, 2016;De Koker, Mathews, Zuch, Bastien, & Mason-Jones, 2014;Eckhardt et al, 2013;Goodman, Banyard, Woulfe, Ash, & Mattern, 2016a;Goodman, Fauci, Sullivan, DiGiovanni, & Wilson, 2016b;Hester & Westmarland, 2005;Jahanfar, Janssen, Howard, & Dowswell, 2013;Lloyd et al, 2017;MacDowell & Cammett, 2016;McQueeney, 2016;Meyersfeld, 2016;Rodgers, 2016;Sargent, McDonald, Vu, & Jouriles, 2016;Triantafyllou, Wang, & North, 2016).…”

Confronting Myths About Sexual Assault: A Feminist Analysis of the False Report Literature

“…We then unpack how most of their examples (in my experience as an instructor) entail privileged, White, heterosexual woman. McQueeney () also shared several useful readings and pedagogical recommendations for teaching intimate partner and sexual violence from an intersectional feminist perspective.…”