NCJ Number
225225
Journal
Violence Against Women Volume: 14 Issue: 12 Dated: December 2008 Pages: 1451-1464
Date Published
December 2008
Length
14 pages
Annotation
This article explores the levels and kinds of experiences associated with gendered violence brought by students into the feminist classroom and how survivors of gendered violence experience classes that attempt to acknowledge and address issues associated with gendered violence in society.
Abstract
Data confirms the findings of other studies on the extent and kind of gendered violence in today’s United States’ society. Several key points emerge that have implications. First, it is important to recognize that in any given classroom teaching and learning are complicated by the fact that between a fifth and a quarter of all women are sitting with potential memories, feelings, and experiences of sexual and/or physical abuse. Second, there are substantial numbers of male survivors in the classroom. Third, survivor narratives about the usefulness of the class are helpful for informing empowering teaching practices. Lastly, a focus on social change is essential to avoid despair and hopelessness generated from discourses associated with victimization and instead, to provide students with examples of individual and collective resistance. Research findings are presented on the extent and kind of gendered violence in contemporary United States society and emphasizing the challenge for educators in addressing the needs of survivors. It reports data on the incidence and types of violence in students’ lives and shares writing by students who have experienced gendered violence and who are now participating in a feminist classroom where gendered violence is a topic of study. References