Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects?
Is it helpful to share feminist theory with youth practitioners and is there room for it on short training courses such as in EU Action Projects? Can theoretical work on intersectionality, and the concept of gender-related violence (GRV) which grew from it, be shared in training interventions with p...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-01-01
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| Series: | Social Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-0760/13/1/61 |
| _version_ | 1797342546830032896 |
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| author | gigi guizzo Pam Alldred |
| author_facet | gigi guizzo Pam Alldred |
| author_sort | gigi guizzo |
| collection | DOAJ |
| description | Is it helpful to share feminist theory with youth practitioners and is there room for it on short training courses such as in EU Action Projects? Can theoretical work on intersectionality, and the concept of gender-related violence (GRV) which grew from it, be shared in training interventions with professionals who work with children and young people? This article is based on the findings of the EU co-funded GAP Work Project that sought to improve GRV intervention and referral through training for practitioners in everyday (rather than specialist) contact with children or young people in four countries. Summarising how the project worked, and how theory informed it, including a brief account of how the concept of GRV worked in practice, guides the selection of material from the wider Project Final Report and offers a reflection on how educators used theory in the training, sometimes explicitly in the sessions. It therefore contributes our experiences to discussions about the design and implementation of education and training about violence and abuse. It concludes by sharing resources for designing and implementing training on sexual harassment, violence and hate crime, including from other recent projects that offer resources for incorporating an intersectional perspective when developing local government plans, programmes, and projects. |
| first_indexed | 2024-03-08T10:35:47Z |
| format | Article |
| id | doaj.art-cb9929dc2e69473bb35fe6e8e6b78ba4 |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-08T10:35:47Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-cb9929dc2e69473bb35fe6e8e6b78ba42024-01-26T18:29:14ZengMDPI AGSocial Sciences2076-07602024-01-011316110.3390/socsci13010061Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects?gigi guizzo0Pam Alldred1RINOVA, Polo Digital, Avenida de Sor Teresa Prat, 29003 Malaga, SpainDepartment of Social Work, Care and Community, Nottingham Trent University, 50 Shakespeare Street, Nottingham NG1 4BU, UKIs it helpful to share feminist theory with youth practitioners and is there room for it on short training courses such as in EU Action Projects? Can theoretical work on intersectionality, and the concept of gender-related violence (GRV) which grew from it, be shared in training interventions with professionals who work with children and young people? This article is based on the findings of the EU co-funded GAP Work Project that sought to improve GRV intervention and referral through training for practitioners in everyday (rather than specialist) contact with children or young people in four countries. Summarising how the project worked, and how theory informed it, including a brief account of how the concept of GRV worked in practice, guides the selection of material from the wider Project Final Report and offers a reflection on how educators used theory in the training, sometimes explicitly in the sessions. It therefore contributes our experiences to discussions about the design and implementation of education and training about violence and abuse. It concludes by sharing resources for designing and implementing training on sexual harassment, violence and hate crime, including from other recent projects that offer resources for incorporating an intersectional perspective when developing local government plans, programmes, and projects.https://www.mdpi.com/2076-0760/13/1/61gender-related violencegender-based violenceprofessional education and trainingintersectionality |
| spellingShingle | gigi guizzo Pam Alldred Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects? Social Sciences gender-related violence gender-based violence professional education and training intersectionality |
| title | Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects? |
| title_full | Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects? |
| title_fullStr | Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects? |
| title_full_unstemmed | Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects? |
| title_short | Tackling Gender-Related Violence: How Can Theory Inform International Professional Education Projects? |
| title_sort | tackling gender related violence how can theory inform international professional education projects |
| topic | gender-related violence gender-based violence professional education and training intersectionality |
| url | https://www.mdpi.com/2076-0760/13/1/61 |
| work_keys_str_mv | AT gigiguizzo tacklinggenderrelatedviolencehowcantheoryinforminternationalprofessionaleducationprojects AT pamalldred tacklinggenderrelatedviolencehowcantheoryinforminternationalprofessionaleducationprojects |