Addressing the gender gap in bullying and violence prevention

1. Addressing the gender gap in bullying and violence prevention Maria Delaney Social Justice Education

2. 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

3. 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)

4. 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

5. 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

6. 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

8. 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’

9. Anti-feminism

10. 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)

12. 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

13. “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)

14. 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)

15. 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...

16. 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

18. One policy officers story

19. 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’.

20. 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.

21. 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)

22. 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

23. 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

24. 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.

25. Bullying and violence: • Sexual harassment • Social exclusion • Bystander behaviour • Cyber bullying • Student voice • Racism • Homophobia

26. Power and entitlement:What is ‘successful’ masculinity?

27. Positioning of women in relation to ‘successful’ masculinity

28. Young people and the social construction of gender

32. Bratz "Twiins" Roxxi and Phoebi

33. Pole dancing kit - comes with a garter and play money

34. Thong made to fit girls as young as 7contains the words "Eye Candy" and "Wink, Wink."

47. 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.”

48. 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”.

49. However

50. 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)