scholarly journals **‘It’s Just Some Guy, Not a Monster’: Gendered Violence in Emily Maguire’s Recent Novels**

2021 ◽  
Author(s):  
Emily Maguire ◽  
Sue Kossew ◽  
Anne Brewster
Keyword(s):  
Gendered Violence

Religion, Gender Norms and Campus Rape Culture: Building Resistance from Below

Politeia ◽  
2018 ◽  
Vol 37 (2) ◽  
Author(s):  
Selina Palm
Keyword(s):  
South Africa ◽  
Social Norms ◽  
Gender Norms ◽  
Rape Culture ◽  
Public Attention ◽  
Gendered Violence ◽  
Agents Of Change ◽  
Religious Formation ◽  
Legal Forms ◽  
South African Higher Education

In recent years, protests against campus rape culture at South African higher education institutions have attracted public attention. Despite strong constitutional provisions, a culture of sexual and gendered violence remains endemic in South Africa. In the light of the gap between legal forms and social norms, this article argues for building socio-political resistance from below that starts with exploring the lived experiences of young women. It therefore introduces the voice of one ordinary student who inhabits these spaces. She highlights the need for attention to be paid to the gendered social norms that underpin this culture of sexual violence, the possibilities of engaging men as allies and the important but ambiguous role of the Christian religion. Research suggests that bystanders like her can become important agents of change. The article concludes that the connections between hierarchical gender norms, religious formation and rape culture need further empirical engagement in South Africa if their power-laden roots are to be disrupted and reimagined.

Feminist theory and the problem of misogyny

2021 ◽  
pp. 146470012110393
Author(s):  
Samantha Pinson Wrisley
Keyword(s):  
Feminist Theory ◽  
Feminist Scholarship ◽  
Gendered Violence ◽  
Institutional Effects ◽  
Comprehensive Theory ◽  
The Social ◽  
Social Dynamic ◽  
Emotional Complexity ◽  
Feminist Work

Feminist theory, broadly construed, lacks a comprehensive theory of misogyny. While there has been a great deal of feminist work dedicated to analysing the social, cultural, political, and institutional effects of misogyny, the ancillary theories of misogyny these analyses produce are only ever partial, fragmented, vague or conceptually inconsistent. This article engages and critiques these theories by focusing on three separate but related issues within existing feminist scholarship on misogyny: the conflation of misogyny with sexism, the elision of misogyny's affective elements and the supplanting of misogyny with gendered violence. Through my identification and critique of these issues, I argue that misogyny should be understood as a profoundly complicated and emotional social dynamic. Moreover, I argue that to attempt to cleanse misogyny of its affective/emotional complexity or conflate misogyny with sexism and/or violence is to rob theorists of possible loci of apprehension and intervention. My hope is that this article will stimulate feminist theorists to work collectively towards a more comprehensive feminist understanding of misogyny – one that grapples with the interpersonal and affective complexities of how misogyny emerges, circulates and self-perpetuates.

Sexual Harassment in School: The Public Performance of Gendered Violence

1995 ◽  
Vol 65 (2) ◽  
pp. 145-163 ◽  
Author(s):  
Nan Stein
Keyword(s):  
Civil Rights ◽  
Sexual Harassment ◽  
Public Awareness ◽  
Peer To Peer ◽  
Peer Sexual Harassment ◽  
Public Performance ◽  
Gendered Violence ◽  
Court Records ◽  
The Public ◽  
Mixed Messages

In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.

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