Tackling gender based violence in university communities:

2018 ◽  
pp. 211-228
Author(s):  
Ellie Hutchinson
Keyword(s):  
Gender Based Violence ◽  
University Communities ◽  
Gender Based

Conclusion: setting the agenda for challenging gender based violence in universities

2018 ◽  
pp. 229-240
Author(s):  
Ruth Lewis ◽  
Sundari Anitha
Keyword(s):  
Sexual Harassment ◽  
Academic Research ◽  
Student Activism ◽  
Gender Based Violence ◽  
Future Directions ◽  
Research And Practice ◽  
Policy Practice ◽  
University Communities ◽  
Gender Based ◽  
University Settings

This concluding chapter consolidates some of the book's key themes, such as the analysis of gender based violence (GBV) in university settings as part of the continuum of violence that includes sexual violence and sexual harassment; a gendered understanding of and approach to GBV in universities; and student activism to challenge GBV. It also discusses a jigsaw of responses to tackle GBV, including curriculum-based initiatives such as bystander programmes; the roles of various actors, such as academics, students and feminist communities — in collaboration and as collectives — in this jigsaw of strategies; and gaps and possibilities in current research and practice. Finally, the chapter considers the future directions of activism, policy, practice and research on the issue of GBV in university communities and offers some suggestions about the nature of activism and action that can address this problem as well as the role that academic research can play in this process.

Introduction: some reflections in these promising and challenging times

2018 ◽  
pp. 1-20
Author(s):  
Sundari Anitha ◽  
Ruth Lewis
Keyword(s):  
Social Media ◽  
Domestic Violence ◽  
Sexual Violence ◽  
Service Provision ◽  
Power Relations ◽  
Sexual Objectification ◽  
Gender Based Violence ◽  
Prevention Education ◽  
University Communities ◽  
Gender Based

This introduction discusses the context and contours of some of the recent and emerging debates on gender based violence (GBV) in university communities. It begins by defining GBV as ‘behaviour or attitudes underpinned by inequitable power relations that hurt, threaten or undermine people because of their (perceived) gender or sexuality’. GBV encompasses a continuum of behaviours and attitudes such as domestic violence, sexual violence, and expressions on social media which normalise sexism and sexual objectification. This introduction explains the nature of the problem associated with GBV, how to understand and respond to the possibilities and challenges that it presents, and how gender as a lens is increasingly becoming obscured when considering the causes and consequences of GBV. It also argues that we need to rethink the punitive responses, service provision and prevention education used to address GBV in universities. Finally, it provides an overview of the chapters that follow.

Gender Based Violence in University Communities

2018 ◽  
Keyword(s):  
Task Force ◽  
The United States ◽  
International Perspective ◽  
Gender Based Violence ◽  
Policy And Practice ◽  
University Communities ◽  
The Media ◽  
Gender Based ◽  
Set Up ◽  
The Uk

Until recently, higher education in the United Kingdom has largely failed to recognise gender based violence (GBV) on campus, but following the UK government task force set up in 2015, universities are becoming more aware of the issue. And recent cases in the media about the sexualised abuse of power in institutions such as universities, Parliament and Hollywood highlight the prevalence and damaging impact of GBV. This book provides the first in-depth overview of research and practice in GBV in universities. The book sets out the international context of ideologies, politics and institutional structures that underlie responses to GBV and sexual violence elsewhere in Europe, in the United States, and in Australia, and considers the implications of implementing related policy and practice. Presenting examples of innovative British approaches to engagement with the issue, the book also considers UK, EU and UN legislation to give an international perspective, making it of direct use to discussions of ‘what works’ in preventing GBV.

Using the law to challenge gender based violence in university communities

2018 ◽  
pp. 149-168
Author(s):  
Louise Whitfield
Keyword(s):  
Human Rights ◽  
The European Union ◽  
Gender Based Violence ◽  
University Communities ◽  
Human Rights Act ◽  
Human Rights Act 1998 ◽  
Gender Based ◽  
Legal Frameworks ◽  
The Uk ◽  
Progressive Potential

This chapter considers the progressive potential of the existing legal frameworks, such as human rights and equality legislation, to challenge gender based violence (GBV) in university communities. It first highlights the limitations of existing university responses to sexual violence against students before explaining how the existing law could be used more to protect and provide justice for survivors of GBV, as well as bring about much-needed change in the accountability of universities and respect for women's rights. These laws include the Human Rights Act 1998 and the Equality Act 2010 in the UK, European and international law and instruments such as the Istanbul Convention, the European Union Victims' Directive, and the Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW). The chapter also examines how those laws have been used in action by individuals and campaigning groups to improve university approaches.

Tackling gender based violence in university communities: a practitioner perspective

2018 ◽  
pp. 211-228
Author(s):  
Ellie Hutchinson
Keyword(s):  
Violence Against Women ◽  
Education Programme ◽  
Gender Based Violence ◽  
Prevention Education ◽  
University Communities ◽  
Causes Of Violence ◽  
Women And Girls ◽  
Gender Based ◽  
The Uk

This chapter describes an approach, dubbed Get Savi (Students Against Violence Initiative), for tackling gender based violence (GBV) in university communities. Get Savi was developed and delivered in Scotland between 2012 and 2015. The chapter first provides an overview of the broader policy and political context in which the Get Savi programme was developed, with particular emphasis on the importance of a political consensus around the causes of violence against women and girls (VAWG). It then examines the practical process underlying the development of the Get Savi programme, along with the role of partnerships in the development and in the re-imagining of the prevention education programme for a Scottish audience. Finally, it considers some of the ongoing challenges and draws together learnings from the project to make recommendations for future policies and programmes on prevention education for student communities in the UK and beyond.

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