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Commanding Transformative Change

Commanding Transformative Change. Community Based Research Engaging University Partnership to Address Gender—Based Violence. Who we are. Janice Kennedy Natalie Hynes. Dr. Marie Croll Dr. Holly Pike. Community Perspective. University Perspective.

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Commanding Transformative Change

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  1. Commanding Transformative Change Community Based Research Engaging University Partnership to Address Gender—Based Violence

  2. Who we are • Janice Kennedy • Natalie Hynes • Dr. Marie Croll • Dr. Holly Pike Community Perspective University Perspective

  3. Let’s Work Toegether…What is gender-based violence? Work within your groups to come up with a single definition of “gender-based violence”. Note any challenges that your group encounters as you discuss the meaning.

  4. So…what is it? • GBV is …

  5. Project P.E.A.C.E. • Promoting Equality & Accountability through Community Engagement • 2-year project • Development of a regional strategy to address gender-based violence • Incorporating the principles of capacity-building and community engagement

  6. How are we addressing GBV?

  7. Findings Findings

  8. “A lot of people say woman deserves it or deserves a beating.” “A lot of Corner Brook women act without respect for themselves so they are disrespected, because I mean who is going to give you respect if you disrespect yourself. That’s how verbal and emotional abuse starts.” “They deserves it sometimes [to be hit] and that’s how you make them a respectable person.” “If you’re gonna be a s***, then you deserve it. If it happens, and you wanted it, then don’t act innocent. Deserve the treatment you get after.” “You need to cover up. If you get drunk and dress that way, you probably will get raped and end up pregnant with a father who doesn’t care about you or the child. “ “I raised kids and no violence but I’d smack them across their heads.” “I think it’s the drunk person’s fault, too, if she does it every weekend.”

  9. Findings Barriers to service

  10. “It’s a small town so everyone will know…” Findings Barriers in the Rural Context

  11. What can we do? Consistency Priorities Accountability Opportunities Capacity-building Strategies

  12. Engaging the university community against gender-based violence

  13. What is the Project all about? Status of Women Canada: Call for Proposals (“Engaging young people to prevent violence against women on post secondary campuses” ) Primary Objective: To identify gaps in service, assess campus needs and engage students, faculty and staff against gender-based violence within the university community. Three Primary “Phases” 1) Research / Needs Assessment 2) Campus Community Plan 3) Implementation/ Activities

  14. Phase i: research / Needs assessment Capture snapshot of GBV and campus needs/gaps in service – (students, faculty and staff!) • Literature Review (Environmental scan) • Focus Groups (qualitative) – Fall 2012 • On-Campus Needs Assessment Survey (quantitative) – Winter 2013

  15. Phase ii: campus community plan • Data Analysis & Report of Findings presented to Stakeholders – Spring/Summer2013 • Collaborate with stakeholders to develop a plan to address violence and harassment based on identified needs (Summer 2013) • What Resources/programs/services are available on campus? • Where are the Gaps? • What can Stakeholders do to address the gaps and improve service? • How can we work together to close the gaps?

  16. Phase iii: Implementation of activities • Activities to address GBV and identified campus needs/gaps in services (Fall 2013/ Winter 2014) • Engage campus groups in implementing activities and events. • Gather feedback, evaluate project. • Sustainability?

  17. A project of the Corner Book Status of Women Council In Partnership with: Project funding provided by:

  18. Community-University Relationship Addressing gender-based violence Breaking down the “Ivory Tower” MUCEP Collaboration on projects CU Expo Access to students & facilities

  19. Lost in Translation

  20. Gender-based violence • Defined as violence against women and girls • Can be defined as any aggressive action that threatens safety, causes physical, social or emotional harm and denigrates a person because of his or her gender identity, perceived gender, sexual identity, biological sex or sexual behaviour. • Can include, but is not limited to, sexual assault, inappropriate, problematic or intrusive behavior, exploitation, misconduct, harassment, discrimination, relationship violence, emotional or psychological abuse, sexism, homophobia, transphobia, etc. (Toronto District School Board Gender-based Violence Policy 2010) Assumed / Limited Definitions Adopted / Inclusive Definition Lost In Translation

  21. Target populations • Campus = students • “Young People” • “Girls” • Included faculty and staff in project research and activities – not only students. • Term fails to recognize that post-secondary students do not necessarily fall within a specific age range. • Excludes “gender” – campus violence often related to gender role expectations • Adoption of “mature minor” for inclusion of “girls” Assumed / Limited Definitions Adopted / Inclusive Definition Lost In Translation

  22. Watch your language! “Data Collection” vs. Research “Environmental Scan” vs. Literature Review “Deliverables” vs. Report Lost In Translation

  23. Issues with ethics • Ethics not considered part of a community project • Participant safety less relevant than risks to the organization • Approved project activities and timelines did not consider the research ethics process • Challenges encountered by a community-based organization requesting ethics clearance to collect data at the university Lost In Translation

  24. Adapting to Context Regional Strategy vs. Community Plan Rural vs. Urban Context Matters In the community… Lost In Translation

  25. Adapting to Context Academic Semesters vs. Project Timelines Campus Climate vs. Broader Community Context Matters On campus…

  26. Symbiosis? • Community-based projects benefit from the relationship… • How does the university benefit from community engagement? University Community

  27. Welcome Unexpected Outcomes! • Negative became the positive because of the strengths of the partnerships • University able to adapt to needs of community-based organizations (e.g. Research Office) • Breaking down the “Ivory Tower” • Our projects established community-university connections that have paved the way for future collaboration

  28. Take Away Messages… • Community-University partnerships work! • Every university every should have a mechanism for ensuring that the community has the opportunity to find university participants in its activities • Community organizations should seek opportunities to draw on the expertise and strength within the university communities

  29. Thank you

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