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Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development

Charlotte Jones Orcid Logo, Anne Chappell Orcid Logo, Pam Alldred Orcid Logo

Gender and Education, Volume: 33, Issue: 2, Pages: 121 - 137

Swansea University Author: Charlotte Jones Orcid Logo

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DOI (Published version): 10.1080/09540253.2019.1649639

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...

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Published in: Gender and Education
ISSN: 0954-0253 1360-0516
Published: Informa UK Limited 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa61316
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first_indexed 2022-10-07T08:26:12Z
last_indexed 2023-01-13T19:22:00Z
id cronfa61316
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spelling 2022-10-13T12:51:27.3017708 v2 61316 2022-09-23 Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development 60ff57269cfe0e65e571b0a68a82f69f 0000-0002-7348-4662 Charlotte Jones Charlotte Jones true false 2022-09-23 CSSP 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. Journal Article Gender and Education 33 2 121 137 Informa UK Limited 0954-0253 1360-0516 Higher education; feminist pedagogy; sexual violence; staff development; training 17 2 2021 2021-02-17 10.1080/09540253.2019.1649639 COLLEGE NANME Criminology, Sociology and Social Policy COLLEGE CODE CSSP Swansea University Another institution paid the OA fee The USVreact Project (JUST/2014/RDAP/AG/VICT/7401) was co-funded by the European Commission’s DG Justice, Rights, Equality and Citizenship Programme (DAPHNE strand) 2022-10-13T12:51:27.3017708 2022-09-23T17:11:32.2475899 Faculty of Humanities and Social Sciences Hilary Rodham Clinton School of Law Charlotte Jones 0000-0002-7348-4662 1 Anne Chappell 0000-0001-6876-2413 2 Pam Alldred 0000-0002-5077-7286 3 61316__25440__077f7d653574436d82356eb30bbe5ca5.pdf 61316_VoR.pdf 2022-10-13T12:50:35.2635377 Output 1944131 application/pdf Version of Record true © 2019 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
spellingShingle Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
Charlotte Jones
title_short Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
title_full Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
title_fullStr Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
title_full_unstemmed Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
title_sort Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development
author_id_str_mv 60ff57269cfe0e65e571b0a68a82f69f
author_id_fullname_str_mv 60ff57269cfe0e65e571b0a68a82f69f_***_Charlotte Jones
author Charlotte Jones
author2 Charlotte Jones
Anne Chappell
Pam Alldred
format Journal article
container_title Gender and Education
container_volume 33
container_issue 2
container_start_page 121
publishDate 2021
institution Swansea University
issn 0954-0253
1360-0516
doi_str_mv 10.1080/09540253.2019.1649639
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str Hilary Rodham Clinton School of Law{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}Hilary Rodham Clinton School of Law
document_store_str 1
active_str 0
description 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.
published_date 2021-02-17T04:20:04Z
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score 11.014067

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