Education beyond the limits

Addressing violence against women and girls

Bibliographic Data

ID11952504
AuthorsAdrian Skilbeck (0000-0002-0277-1277, University of Winchester, corresponding author)
Year2024
Volume59
Issue3-4
Pages760-773
Publication date2024-10-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhae073
OpenAlexW4403920000
LanguageEN
References cited13

This article is a contribution to a suite of articles on violence against women and girls. It sets out the context in which this issue is currently discussed, how it might be understood and how it can be addressed. Education is seen as a key mechanism for the prevention of gender-based violence through the transformation of the attitudes and beliefs that boys and young men hold about women and girls and what it means to be a man. This article considers the challenges of achieving this in the face of online influencers like Andrew Tate with their appeal to masculine entitlement and supremacy, often expressed in terms of misogynistic violence and coercion. Drawing on the work of Jacqueline Rose, Judith Butler, and others, the article argues that this is a task that involves creative and affective pedagogy as well as sustained critical engagement. There is, therefore, an important role for the arts and humanities in providing spaces for exploration, conversation, and reflection about the embodied experience of violence and abuse. Through difficult educational encounters it may be possible to initiate a change in boys and young men from impervious thoughtlessness to a greater recognition and understanding of the impact of harassment and violence, both within the educational setting and beyond

Criminology · Developmental psychology · Sociology · Poverty, Education, and Child Welfare · Psychology · Gender Studies · Social Psychology

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