Addressing the gender gap in bullying and violence

prevention

Maria Delaney Social Justice Education

Organisations as bystanders

Where the gender dimensions of violence are not acknowledged and addressed, organisations, including government and non-government can be seen as passive bystanders to gendered violence

Governments concerned with the reproduction and entrenchment of powerThe state “as an agent in sexual politics” …less powerful perspectives are silenced and subjugated… authority and violence are expressed and masked within organisations and bureaucracies (Franzway et al 1989) Lack of response is ‘political violence’ (Foucault 1975)

Gender Power and privilege, and gendered hierarchies and social expectations, adversely affect school and life experiences

Disadvantage is particularly evident for women and girls, e.g.

disparities in paid and unpaid work, roles and responsibilities in domestic and family life, issues of body image and self-esteem, and experiences of sex-based harassment and violence

  

Gender Justice Educationis for the benefit of both boys and girls

rejects competing victim and backlash accounts

urges the problematisation of masculinities and femininities

 requires support for educators’ understandings

for critical and transformative pedagogy

Feminism in Australiaa history of feminist progress and struggle

rise of conservative neoliberal government

anti-feminist backlash

recuperative masculinity

subordination of feminists and their critique

1970spopular ‘feminist revolution’ interconnectedness between the women’s movement and the state internationally praised model of women’s policy machinery opening of the public service to merit based recruitment appointment of ‘femocrats’

Anti-feminism

Governments concerned with the reproduction and entrenchment of powerThe state “as an agent in sexual politics” …less powerful perspectives are silenced and subjugated, and …authority and violence are expressed and masked within organisations and bureaucracies (Franzway et al 1989) Lack of response is ‘political violence’ (Foucault 1975)

1980s and 90srise of neoliberalism, economic rationalism and new managerialism

policy work increasingly driven by corporate style management ideology

emphasis on efficiency, effectiveness and performativity - results not processesreduction of critical reflexivity and the valuing of professional knowledge and judgement declining consideration of social justice concerns

“evacuation of strong centrally imposed gender equity policies at both national and state levels of government within Australia”

....media reports, given the lack of government commitment, work almost as de facto policies for schools” (Lingard, 2003, pp. 37, 49)

the designated ‘expert’ or ‘authority’ is relied upon as the sole source or ‘commonsense perspective’...ignoring the multiple voices, perspectives and claims of others (Tong, 1986)

increasing power to the will of executives establishment of a new generic and flexible ‘multiskilled manager’

lack of commitment and experience in the field

Policy driven by the ‘‘authoritative, scientific male’ through the rising influence of politicians, media, and the limited field knowledge of recruited ‘expert’ advisors’

(Blackmore, 2010)

disrespect for professional knowledge

closed decision making processes

silencing and lack of opportunity to participate

atmosphere of fear around the voicing of feminist perspectives

hostility, anxiety, pressure, stress, conflicts, fatigue...

gender analysis in policy arenas and public discourse increasingly marginalised

strong hostilities towards feminist reform and the focus on girls in education

decreased funding for programs for girlsdismantling of gender equity units

One policy officers story

There are many examples, such as when I queried a contracted psychologist ‘expert’ to the bullying and violence project about his thoughts on an article explaining a feminist analysis of bullying and violence. His reply was a contemptuous expression of disinterest in ‘fringe groups’.

Suggestions about pedagogical approaches and recognition of diversity were deleted from policy drafts and there was a dismissive response to public complaints about ‘outside’ programs in schools which re-inscribed gendered behaviours and inequities.

All of these incidents occurred in an environment characterised by what seemed to be a managerial aversion to theoretical and sociological analysisand an over-riding concern about looking good to the media.

(Delaney, forthcoming, Feminist agency with/in the Queensland Education

bureaucracy)

Gender and violence

30 June, 2010: males comprised 92% (27,472) of the total prisoner population, while females comprised 8% (2,228).

Males overwhelmingly outnumber females as both offenders and victims of homicide

Violence against women

2.56 million (33 per cent of all women) have experienced physical violence since the age of 15 1.47 million (19 per cent) have experienced sexual violence since the age of 15Domestic violence ranks in the top five risks to women’s health in Australia

For young people

One in seven girls and young women aged 12 to 20 (14 per cent) have experienced rape or sexual assault.26.6 per cent of sexually active Year 12 girls have experienced unwanted sex.Substantial numbers of boys and young men use physical or sexual violence, or report a willingness to do so.

Bullying and violence:

Sexual harassmentSocial exclusionBystander behaviourCyber bullyingStudent voiceRacismHomophobia

Power and entitlement:What is ‘successful’

masculinity?

Positioning of women in relation to ‘successful’

masculinity

Young people and the social construction of

gender

Bratz "Twiins" Roxxi and Phoebi

Pole dancing kit - comes with a garter and play money

Thong made to fit girls as young as 7contains the words "Eye Candy" and "Wink, Wink."

National Safe Schools Framework

“...boys bully more than girls do and are more often in the role of assisting or reinforcing those who are bullying.”

National Safe Schools Framework

“Schools that do not address the problem of bullying can become breeding grounds for a process whereby the more aggressive and powerful dominate the less powerful, a process that underpins violence, domestic abuse and child abuse”.

However

The majority of school programs do not adequately address the gender dynamics:

homophobic bullyingthat girls and young women are the most likely victims of many forms of violence

(dating violence, child sexual abuse, sexual assault, sexual harassment and child sexual exploitation)

Pedagogical and curricular approaches need to be founded ‘on an appropriate theoretical framework for understanding violence … addressing the links between gender, power and violence, examining violence-supportive constructions of gender and sexuality, and fostering gender equitable and egalitarian relations’.

(Flood et al, 2009, Victorian Department of Education and Early Childhood Development, http://www.education.vic.gov.au/healthwellbeing/wellbeing/respectrel.htm)

...gendered violence and sex-based harassment must be eliminated from all educational settings by teaching about the construction of gender, effective communication and relationship skills, conflict management and resolution skills with staff and students at preschools, schools and TAFE institutions. (p. 8)

Implementation of gender policy is most effective when teachers are able to act on their own awareness of the problem. Effective curriculum development can only occur if teachers are involved in the properly resourced planning, implementation and evaluation of programs. (p. 14)

The Australian Education Union Policy on Gender Equity 2008

Strategies for schools

Collect and analyse data about the incidence and nature of bullying and violence in your school and wider communityEngage in action research projects – working collaboratively through progressive cycles of planning, acting, reflecting, and refining actions in relation to this evidenceEngage staff, students and parents in examining gender and cultural influences on attitudes and behaviours

Integrate new understandings into policy development, behaviour management and curriculum plansEnhance pedagogy to model and support critical approaches towards long term cultural change and Provide students with the frameworks, language and the tools to recognise, critically examine and confront discriminatory attitudes and behaviours.

Related opportunities and resources:National Plan of Action - ImplementationThe new Australian curriculumImplementation of the National Safe Schools Framework (DEEWR, 2010) DEEWR Anti-bullying strategy with planned investment of approximately $4 million to develop new online toolkits Sexuality and relationships education initiatives from health and communities sectors

Support for school bullying and violence prevention programs with a pedagogical approach and a critical feminist lens e.g. Teaching Boys (Keddie & Mills)Support for feminist organisations to input education policy e.g. The Association of Women Educators www.awe.asn.au and The Australian Women Against Violence Alliance www.awava.org.auImplementation of the Australian Education Union Policy on Gender Equity 2008

The Association of Women Educators

http://www.awe.asn.au/drupal/content/white-ribbon-day-every-day-conference-videos-now-online

Australian Women Against Violence Alliance

www.awava.org.au

http://timeline.awava.org.au/

timeline?m=jr

Thank you

Maria Delaney Social Justice Education

Comprehensive support for schools and community organisations

Tel: 0423 193 935 Email: delaneymt@gmail.com

ReferencesFranzway, S., Court, D. & Connell, R. (1989). Staking a claim: Feminism, bureaucracy and the state. Sydney: Allen & Unwin.Australian Education Union Policy on Gender Equity http://www.aeufederal.org.au/Policy/GendEq2008.pdf