The Theory of Feminist Poststructural Pedagogy Applied to the Training of Public Professionals in Intimate Partner Violence

Autor/inn/en	Blaney, Elizabeth; Ruff, Lanette
Titel	The Theory of Feminist Poststructural Pedagogy Applied to the Training of Public Professionals in Intimate Partner Violence
Quelle	In: Canadian Journal of University Continuing Education, 39 (2013) 2, (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0318-9090
Schlagwörter	Violence; Intimacy; Interpersonal Relationship; Professional Training; Feminism; Teaching Methods; Professional Development; Power Structure; Foreign Countries; Females; Intervention; Consciousness Raising; Victims of Crime; Legal Responsibility; Social Change; Activism; Canada + Suchen Sie Ihr Suchwort? Gewalt; Intimität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Berufliche Fachbildung; Berufliche Fortbildung; Feminismus; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Weibliches Geschlecht; Bewusstseinsbildung; Victim; Victims; Crime; Opfer; Verbrechen; Strafmündigkeit; Sozialer Wandel; Aktivismus; Politischer Protest; Kanada
Abstract	Training professionals about intimate partner violence is a huge task requiring a theoretical framework that can address the complexity of the problem and highlight the need to be aware of power relationships and political dimensions of professional practice. This paper addresses the increasing recognition on the part of state agencies for specialist training in intimate partner violence as a critical component of an effective system response. The objective of the paper is to propose a feminist post- structuralist pedagogical model of delivering training to public professionals. We discuss issues of power, knowledge, and the discursive construction of the self. Our goal is to provide space for learners to think about what it means to embrace change agency and how to make a difference in their capacities as agents of the state. The paper concludes by proposing that an integrated model of learning is needed, one that goes beyond individualized responses and enables practitioners to develop the criticality and reflexivity central to a professional as a social change agent practice approach. (As Provided).
Anmerkungen	Canadian Association for University Continuing Education. c/o CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, SK S7N 1M3, Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail: cauce.secretariat@usask.ca; Web site: http://ejournals.library.ualberta.ca/index.php/cjuce-rcepu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10