Feminist Education for University Staff Responding to Disclosures of Sexual Violence: A Critique of the Dominant Model of Staff Development

Autor/inn/en	Jones, Charlotte; Chappell, Anne; Alldred, Pam
Titel	Feminist Education for University Staff Responding to Disclosures of Sexual Violence: A Critique of the Dominant Model of Staff Development
Quelle	In: Gender and Education, 33 (2021) 2, S.121-137 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Charlotte) ORCID (Chappell, Anne) ORCID (Alldred, Pam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2019.1649639
Schlagwörter	Feminism; Sexual Abuse; Violence; Faculty Development; Victims of Crime; Teaching Methods; Foreign Countries; Self Disclosure (Individuals); Higher Education; School Personnel; Training; Knowledge Level; Experience; Student Attitudes; Resistance (Psychology); Expectation; United Kingdom + Suchen Sie Ihr Suchwort? Feminismus; Sexueller Missbrauch; Gewalt; Victim; Victims; Crime; Opfer; Verbrechen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulpersonal; Ausbildung; Wissensbasis; Erfahrung; Schülerverhalten; Resistenz; Expectancy; Erwartung; Großbritannien
Abstract	Programmes for sexual violence prevention have focussed historically on university, school or college students rather than staff working at these institutions. The "Universities Supporting Victims of Sexual Violence project" (USVreact), co-funded by the European Commission, worked across universities in Europe to address this gap in the provision and knowledge of programmes aimed at staff. Each institutional partner in the project designed a programme to enable staff to respond appropriately to disclosures of sexual violence. This paper focuses on one UK university to explore the use of and reception to education principles and feminist pedagogy with staff from across the institution. These diverse pedagogical approaches were significant to the design of the university's innovative programme. The findings demonstrate the importance of a process of sexual violence pedagogy, as opposed to training, and highlight its positive implications for the whole university community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01