Addressing the gender gap
in bullying and violence prevention
Maria Delaney
Social Justice Education
Organisations as bystanders
Where the gender dimensions of violence are
not acknowledged and addressed,
organisations, including government and
non-government can be seen as passive
bystanders to gendered violence
Governments concerned with the
reproduction and entrenchment of power
The state “as an agent in sexual politics”
…less powerful perspectives are silenced and
subjugated… authority and violence are
expressed and masked within organisations
and bureaucracies (Franzway et al 1989)
Lack of response is ‘political violence’
(Foucault 1975)
Gender
Power and privilege, and gendered hierarchies
and social expectations, adversely affect school
and life experiences
Disadvantage is particularly evident for women
and girls, e.g.
disparities in paid and unpaid work, roles and
responsibilities in domestic and family life,
issues of body image and self-esteem, and
experiences of sex-based harassment and violence
Gender Justice Education
is for the benefit of both boys and girls
rejects competing victim and backlash
accounts
urges the problematisation of masculinities
and femininities
requires support for educators’
understandings
for critical and transformative pedagogy
Feminism in Australia
a history of feminist progress and struggle
rise of conservative neoliberal government
anti-feminist backlash
recuperative masculinity
subordination of feminists and their critique
1970s
popular ‘feminist revolution’
interconnectedness between the women’s
movement and the state
internationally praised model of women’s
policy machinery
opening of the public service to merit based
recruitment
appointment of ‘femocrats’
Anti-feminism
Governments concerned with the
reproduction and entrenchment of power
The state “as an agent in sexual politics”
…less powerful perspectives are silenced and
subjugated, and …authority and violence are
expressed and masked within organisations
and bureaucracies (Franzway et al 1989)
Lack of response is ‘political violence’
(Foucault 1975)
1980s and 90s
rise of neoliberalism, economic rationalism
and new managerialism
policy work increasingly driven by corporate
style management ideology
emphasis on efficiency, effectiveness and
performativity - results not processes
reduction of critical reflexivity and the valuing of
professional knowledge and judgement
declining consideration of social justice concerns
“evacuation of strong centrally imposed gender
equity policies at both national and state
levels of government within Australia”
....media reports, given the lack of government
commitment, work almost as de facto policies
for schools” (Lingard, 2003, pp. 37, 49)
the designated ‘expert’ or ‘authority’ is relied
upon as the sole source or ‘commonsense
perspective’...
ignoring the multiple voices, perspectives and
claims of others
(Tong, 1986)
increasing power to the will of executives
establishment of a new generic and flexible
‘multiskilled manager’
lack of commitment and experience in the field
Policy driven by the ‘‘authoritative, scientific
male’ through the rising influence of
politicians, media, and the limited field
knowledge of recruited ‘expert’ advisors’
(Blackmore, 2010)
disrespect for professional knowledge
closed decision making processes
silencing and lack of opportunity to
participate
atmosphere of fear around the voicing of
feminist perspectives
hostility, anxiety, pressure, stress, conflicts,
fatigue...
gender analysis in policy arenas and public
discourse increasingly marginalised
strong hostilities towards feminist reform
and the focus on girls in education
decreased funding for programs for girls
dismantling of gender equity units
One policy officers story
There are many examples, such as when I
queried a contracted psychologist ‘expert’ to
the bullying and violence project about his
thoughts on an article explaining a feminist
analysis of bullying and violence.
His reply was a contemptuous expression of
disinterest in ‘fringe groups’.
Suggestions about pedagogical approaches and
recognition of diversity were deleted from policy
drafts
and there was a dismissive response to public
complaints about ‘outside’ programs in schools
which re-inscribed gendered behaviours and
inequities.
All of these incidents occurred in an
environment characterised by what seemed to
be a managerial aversion to theoretical and
sociological analysis
and an over-riding concern about looking good
to the media.
(Delaney, forthcoming, Feminist agency with/in the Queensland Education bureaucracy)
Gender and violence
30 June, 2010: males comprised 92%
(27,472) of the total prisoner population,
while females comprised 8% (2,228).
Males overwhelmingly outnumber females
as both offenders and victims of homicide
Violence against women
2.56 million (33 per cent of all women)
have experienced physical violence since
the age of 15
1.47 million (19 per cent) have experienced
sexual violence since the age of 15
Domestic violence ranks in the top five
risks to women’s health in Australia
For young people
One in seven girls and young women aged
12 to 20 (14 per cent) have experienced
rape or sexual assault.
26.6 per cent of sexually active Year 12
girls have experienced unwanted sex.
Substantial numbers of boys and young men
use physical or sexual violence, or report a
willingness to do so.
Bullying and violence:
Sexual harassment
Social exclusion
Bystander behaviour
Cyber bullying
Student voice
Racism
Homophobia
Power and entitlement:
What is ‘successful’ masculinity?
Positioning of women
in relation to ‘successful’ masculinity
Young people and the social
construction of gender
Bratz "Twiins" Roxxi and Phoebi
Pole dancing kit - comes with a garter and play money
Thong made to fit girls as young as 7contains the
words "Eye Candy" and "Wink, Wink."
National Safe Schools Framework
“...boys bully more than girls do and are more
often in the role of assisting or reinforcing
those who are bullying.”
National Safe Schools Framework
“Schools that do not address the problem
of bullying can become breeding grounds
for a process whereby the more aggressive
and powerful dominate the less powerful, a
process that underpins violence, domestic
abuse and child abuse”.
However
The majority of school programs do not
adequately address the gender dynamics:
homophobic bullying
that girls and young women are the most
likely victims of many forms of violence
(dating violence, child sexual abuse, sexual
assault, sexual harassment and child sexual
exploitation)
Pedagogical and curricular approaches need
to be founded ‘on an appropriate theoretical
framework for understanding violence …
addressing the links between gender, power
and violence, examining violence-supportive
constructions of gender and sexuality, and
fostering gender equitable and egalitarian
relations’.
(Flood et al, 2009, Victorian Department of Education and Early Childhood Development,
http://www.education.vic.gov.au/healthwellbeing/wellbeing/respectrel.htm)
...gendered violence and sex-based
harassment must be eliminated from all
educational settings by teaching about the
construction of gender, effective
communication and relationship skills,
conflict management and resolution skills
with staff and students at preschools,
schools and TAFE institutions. (p. 8)
Implementation of gender policy is most
effective when teachers are able to act on
their own awareness of the problem.
Effective curriculum development can only
occur if teachers are involved in the
properly resourced planning,
implementation and evaluation of programs.
(p. 14)
The Australian Education Union Policy on Gender Equity 2008
Strategies for schools
Collect and analyse data about the
incidence and nature of bullying and
violence in your school and wider
community
Engage in action research projects –
working collaboratively through progressive
cycles of planning, acting, reflecting, and
refining actions in relation to this evidence
Engage staff, students and parents in
examining gender and cultural influences on
attitudes and behaviours
Integrate new understandings into policy
development, behaviour management and
curriculum plans
Enhance pedagogy to model and support
critical approaches towards long term
cultural change and
Provide students with the frameworks,
language and the tools to recognise,
critically examine and confront
discriminatory attitudes and behaviours.
Related opportunities and resources:
National Plan of Action - Implementation
The new Australian curriculum
Implementation of the National Safe Schools
Framework (DEEWR, 2010)
DEEWR Anti-bullying strategy with planned
investment of approximately $4 million to
develop new online toolkits
Sexuality and relationships education
initiatives from health and communities
sectors
Support for school bullying and violence
prevention programs with a pedagogical
approach and a critical feminist lens e.g.
Teaching Boys (Keddie & Mills)
Support for feminist organisations to input
education policy e.g. The Association of
Women Educators www.awe.asn.au and
The Australian Women Against Violence
Alliance www.awava.org.au
Implementation of the Australian Education
Union Policy on Gender Equity 2008
The Association of Women Educators
http://www.awe.asn.au/drupal/content/white-ribbon-day-every-day-conference-videos-now-online
Australian Women Against Violence
Alliance www.awava.org.au
http://timeline.awava.org.au/timeline?m=jr
Thank you
Maria Delaney
Social Justice Education
Comprehensive support
for schools and
community organisations
Tel: 0423 193 935
Email: delaneymt@gmail.com
References
Franzway, S., Court, D. & Connell, R.
(1989). Staking a claim: Feminism,
bureaucracy and the state. Sydney: Allen &
Unwin.
Australian Education Union Policy on
Gender Equity
http://www.aeufederal.org.au/Policy/GendE
q2008.pdf