The course is aimed at practitioners and activists working in the fields of domestic abuse, sexual violence, gender equality, but is also of interest to other professionals and students seeking to develop their knowledge and understanding of gender based violence. It will locate gendered analyses of inequality and power relations at interpersonal, political, social and cultural levels within a broad framework of structural injustice and movements for social change. There will be an opportunity to explore a range of key concepts, theories and debates which shape the historical and contemporary understandings of gender based violence.
Teaching will reflect the principles of active, collaborative and experiential study. It will recognise and draw upon the rich and diverse contributions of each course participant to a process of mutual and creative learning.
1. To introduce an overview of gender based violence as global and social injustice
2. To explore and critically examine explanatory frameworks for men’s violence against women
3. To explore and critically examine the links between theory and practice in tackling men’s violence against women
4. To provide a foundation for critical reflection and engaged action in commitment to gender justice
On successful completion of the module students will be able to:
1. Explain the concepts of gender, violence and the continuum of global gender based violence, and their importance in understanding the dynamics of men’s violence against women
2. Demonstrate an understanding of the historical emergence and development of men’s violence against women as a social problem, through social movements and in social policy
3. Critically discuss the main theoretical approaches utilised to explain gender based violence, and evaluate their standpoints, strengths and limitations for policy development and initiatives for social change
4. Engage in critical reflective practice to make the connections between theory and effective intervention/prevention/campaigning in concrete situations
5. Develop models of practice to tackle gender based violence in community based, national and global contexts, as relevant to the student
6. Place these issues and debates in a wider framework of intersecting struggles for social justice
Students will be asked to engage in group work and reflective journal process, but the main assessed work will take the form of a personal essay/paper on a given/chosen theme or topic based on research, discussion and critical reflection. The assignment will demonstrate theoretical understanding and how that underpins strategic proposals, policies and practices. Learning outcomes 1 – 5 will be assessed. Further information and advice will be given by course tutors. Students who sign up for the 20 credit version will attend an extra one day study session and write a more extended individual essay in addition to a groupwork exercise.
Course content will include:
Defining violence and gender
Conceptualising gender based violence
Gender injustice, inequality and violation in historical perspective
Resistance, the Women’s Movement and the construction of violence against women as a social problem
Social Movements for justice
Men’s movements – pro-feminist and anti-feminist
Social Justice- theories, strategies and tensions
Gender based violence – frameworks and explanatory theories
Understandings and constructions of masculinity
Gender theorising and analysis of relations/institutions/structures
Reflective practice-based issues and discussion
Group work preparation and discussion
Throughout the course, input and discussion will be rooted in examination of particular forms, manifestations and contexts of gender based violence, including domestic abuse, sexual violence, commercial sexual exploitation, harmful practices, globalised exploitation and violation.
A programme will be handed out at the start of each two-day block
Methods will include individual and small group activities; seminars; class discussion; teaching input and presentation; discourse analysis; case studies; audiovisual viewing and evaluation; extended groupwork and presentations; reflective journaling; reading pack and self-directed study
The course facilitators will endeavour to model and to encourage collaborative, ethical and non-discriminatory practice. It is important for all participants to recognise that the module addresses issues which may evoke strong emotions and personal responses. These may affect and challenge us, as individuals and as women and men working together, in different ways. There is a shared responsibility to create a safe learning environment, based on respect, attentiveness and care for the feelings, beliefs and experiences of all participants.
10 credit version: £220
20 credits: £440.
If you are over 18 and live in Scotland you may be eligible for funding of up to £200 from ILA Scotland. This is a Scottish Government scheme that helps anyone who earns less than £18,000 a year to pay for their learning. Your first step is to register with ILA Scotland. For further information see the ILA website http://www.ilascotland.org.uk.
Teaching will take place over two blocks of two days (4 x 7 hours) on:
Monday 15th and Tuesday 16th February 2010
Monday 3rd and Tuesday 4th May 2010.
The module will be taught at QMU campus in Musselburgh.
QMU is easily accessible by train (7 minutes) from Edinburgh Waverley station
"It definitely met my expectations…It increased my confidence around framing the issues theoretically – linked feminist passion with theoretical analysis. I will continue to read and research in my own time, for personal and professional reasons. The course has reinforced my feminism and revealed a strong radical pulse! I will look for opportunities to get involved in activism and spread the news!"
"The course surpassed expectations in scope, historical context and current relevant issues."
"Gender analysis of social norms, arrangements and roles will help in my work with perpetrators."
"Thank you for a very good learning experience and support, and for providing a relaxed environment and good facilitation from all three tutors."