“…Educators can affirm the student's decision to disclose their experience to them, validate the victim-survivor's experience, and emphasise that they were not to blame for what happened (Cares et al, 2014;Valanzola, 2021). Educators receiving disclosures should be cognisant of victim-survivors' need to retain a sense of agency about what they choose to do following a disclosure (McLean, 2023). Educators should avoid the use of directive phrases such as "you should …," which may be disempowering for victim-survivors (Cares et al, 2014).…”
This study explores the findings from a survey-based questionnaire investigating the prevalence and predictors of student disclosures of crime, violence, and trauma to criminology educators working at Australian and Aotearoa New Zealand universities. Responses show student disclosures are common, with educators receiving an average of three to four disclosures in the preceding two years. While gender did not predict the number of disclosures received, teaching subjects discussing domestic and family/whānau and/or sexual violence increased the likelihood of disclosures. The study’s findings can help inform the development of university interventions, systems, and resources to improve support for students and staff, enhancing classroom and campus safety.
“…Educators can affirm the student's decision to disclose their experience to them, validate the victim-survivor's experience, and emphasise that they were not to blame for what happened (Cares et al, 2014;Valanzola, 2021). Educators receiving disclosures should be cognisant of victim-survivors' need to retain a sense of agency about what they choose to do following a disclosure (McLean, 2023). Educators should avoid the use of directive phrases such as "you should …," which may be disempowering for victim-survivors (Cares et al, 2014).…”
This study explores the findings from a survey-based questionnaire investigating the prevalence and predictors of student disclosures of crime, violence, and trauma to criminology educators working at Australian and Aotearoa New Zealand universities. Responses show student disclosures are common, with educators receiving an average of three to four disclosures in the preceding two years. While gender did not predict the number of disclosures received, teaching subjects discussing domestic and family/whānau and/or sexual violence increased the likelihood of disclosures. The study’s findings can help inform the development of university interventions, systems, and resources to improve support for students and staff, enhancing classroom and campus safety.
“…All in all, there are several ethical issues to consider in the context of using pedagogies of discomfort, especially when students have direct experiences of or have witnessed violence and atrocities in their lives. While witnessing violence suffered by others in a distant place raises ethical issues of appropriation, consumption, self‐indulgence, empty empathy, or sentimentalism (McLean, 2023), having direct experience of suffering and injustice in one's own life and context poses a different set of ethical challenges, primarily the possibility of retraumatization. As McLean (2023) wrote, Receiving testimonies of suffering can also trigger intense traumatic responses in listeners whether through the mechanism of vicarious trauma—acute tension that results from engaging empathetically with traumatic stories—or because these stories retrigger one's own experiences of trauma.…”
Section: Pedagogies Of Discomfort and Their Ethical Considerationsmentioning
confidence: 99%
“…While witnessing violence suffered by others in a distant place raises ethical issues of appropriation, consumption, self‐indulgence, empty empathy, or sentimentalism (McLean, 2023), having direct experience of suffering and injustice in one's own life and context poses a different set of ethical challenges, primarily the possibility of retraumatization. As McLean (2023) wrote, Receiving testimonies of suffering can also trigger intense traumatic responses in listeners whether through the mechanism of vicarious trauma—acute tension that results from engaging empathetically with traumatic stories—or because these stories retrigger one's own experiences of trauma. In our classrooms, we cannot draw simple lines between the dominant/oppressed, survivor/non‐survivor, traumatized/non‐traumatized.…”
Section: Pedagogies Of Discomfort and Their Ethical Considerationsmentioning
The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical concerns and their implications in the world language classroom, we draw on data from a number of projects in which pedagogies of discomfort have been used in university classrooms. The analysis of examples shows that while some sort of ethical violence is inevitable, there are pedagogical ways to minimize the harm on students. The article concludes by raising further ethical and pedagogical questions for exploration in the context of using pedagogies of discomfort in the world language classroom.
“…No obstante, la violencia de género al interior de las ies no ha sido suficientemente teorizada a nivel de la organización. En general, la literatura relacionada con los estudios de violencia de genero hace énfasis en una epistemología occidental, que deja de lado a otras culturas y visiones para centrarse en el individualismo, olvidandose así de los contextos estructurales en que ocurre (McLean, 2023). En esta cultura, la universidad neoliberal mantiene las estructuras de género a partir de sus valores que se encuentran centrados en el individualismo, la competencia y la reputación de mercado.…”
Section: Violencia De Género Acoso Y Hostigamiento En Las Iesunclassified
Los espacios universitarios no se encuentran libres de la existencia de violencia de género, particularmente de hostigamiento y acoso sexual. En respuesta, las instituciones de educación superior han desarrollado acciones diversas, entre las que se incluyen la sensibilización, el desarrollo de protocolos y los mecanismos de atención. Empero, el impacto de estas acciones en la reducción de la incidencia del fenómeno no ha sido abordado suficientemente. El propósito del presente estudio fue identificar la prevalencia de acoso y hostigamiento sexual en estudiantes inscritos en una universidad pública estatal, ante las acciones institucionales emprendidas para su erradicación. Se desarrolló una investigación de tipo cuantitativo y alcance descriptivo, donde se aplicó un cuestionario a 396 estudiantes de una misma facultad. Entre los hallazgos se confirma la extensión del fenómeno, su normalización y la insuficiente difusión y aplicación de las políticas y el protocolo existente.
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