<p>Although gender-based violence has been identified as highly problematic in South Africa, it has not been given much scholarly attention in relation to refugee women. This study focuses on the experience of some of these women who have resettled in Cape Town. The main focus is on gender-based violence and the linkages between conflicts at home, fleeing from it, as well as the problems faced by women when they reach the &lsquo / new&rsquo / country where they are suppose to be safe, but yet continue to experience gender violence. By referring to my own empirical research I try to tease out the many instances of violence and abuse such women face, how they understand and try to make sense of it and how they try to take up their lives in Cape Town. I utilized the much used ecological framework to analyze gender-based violence and argue that, while this &lsquo / model&rsquo / is dynamic and allows one to make analytical linkages across different &lsquo / levels&rsquo / of violence, it nevertheless does not adequately provide for understanding the relationship between larger global and international processes, the connection that women may still have with their countries of origin and the impact of being a refugee or unwanted &lsquo / immigrant&rsquo / in South Africa</p>

Gender-based violence is a violation of human rights and includes acts that result in / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2006.

While research on sexual violence, rape crisis centres and volunteers is extensive, there are very few empirical studies that draw specifically on the experiences of rape crisis volunteers. Instead, most of the literature pertaining to rape crisis work focuses on the efforts of social workers or other paid staff. When rape crisis volunteers are examined, the focus is primarily on the context through which their work is performed, for instance, how a rape crisis centre operates in relation to other community organizations (Campbell, 1998) or whether a specific rape crisis centre upholds feminist philosophies (Maier, 2008). Studies are also usually restricted to the negative effects of rape crisis work (for example, how rape crisis workers experience anxiety, social withdrawal and vicarious trauma) or focus on what sustains rape crisis workers while working in a stressful environment (Baird and Jenkins, 2003; Hellman and House, 2006; Thornton and Novak, 2010; Wasco and Campbell, 2002). Using the life history approach, this study builds on previous research and explores the experiences of volunteers at rape crisis centres across Ontario, Canada. In particular, the following issues were examined: motivations to volunteer, personal challenges and tensions, as well as challenges with respective centres. Findings indicate that all participants in the study have directly and/or indirectly experienced a range of different kinds of violence. Also, participants noted a range of complex and interconnected motivations for their initial and ongoing involvement in rape crisis work, most notably, self-healing. Finally, most participants expressed hesitancy towards identifying as feminists and did not associate feminism and the anti-violence movement as being strictly related to women. Theorizing the experiences of rape crisis volunteers through the lens of standpoint theory offers a new approach to knowledge construction in the area of rape crisis work and points towards the way that services, including training, can be improved for volunteers. Furthermore, the life history approach offers a unique way to understand the experiences of rape crisis volunteers in greater depth and breadth, since attention was placed on the volunteer process as well as other life experiences.

While research on sexual violence, rape crisis centres and volunteers is extensive, there are very few empirical studies that draw specifically on the experiences of rape crisis volunteers. Instead, most of the literature pertaining to rape crisis work focuses on the efforts of social workers or other paid staff. When rape crisis volunteers are examined, the focus is primarily on the context through which their work is performed, for instance, how a rape crisis centre operates in relation to other community organizations (Campbell, 1998) or whether a specific rape crisis centre upholds feminist philosophies (Maier, 2008). Studies are also usually restricted to the negative effects of rape crisis work (for example, how rape crisis workers experience anxiety, social withdrawal and vicarious trauma) or focus on what sustains rape crisis workers while working in a stressful environment (Baird and Jenkins, 2003; Hellman and House, 2006; Thornton and Novak, 2010; Wasco and Campbell, 2002). Using the life history approach, this study builds on previous research and explores the experiences of volunteers at rape crisis centres across Ontario, Canada. In particular, the following issues were examined: motivations to volunteer, personal challenges and tensions, as well as challenges with respective centres. Findings indicate that all participants in the study have directly and/or indirectly experienced a range of different kinds of violence. Also, participants noted a range of complex and interconnected motivations for their initial and ongoing involvement in rape crisis work, most notably, self-healing. Finally, most participants expressed hesitancy towards identifying as feminists and did not associate feminism and the anti-violence movement as being strictly related to women. Theorizing the experiences of rape crisis volunteers through the lens of standpoint theory offers a new approach to knowledge construction in the area of rape crisis work and points towards the way that services, including training, can be improved for volunteers. Furthermore, the life history approach offers a unique way to understand the experiences of rape crisis volunteers in greater depth and breadth, since attention was placed on the volunteer process as well as other life experiences.

This study maps out and explores the reactions to and strategies of men working against men's violence against women and LGBTI people. It is based on interviews with men in gender-based violence prevention in South Africa and builds on previous research on women's organising and men's roles in feminism. It provides an analysis of dilemmas and challenges that they face and the strategies that they have developed, navigating in a feminist field and as men practising what could be seen as a challenge to the power and privileges of the social category of men. Using feminist theory and the theoretical concept “hegemony of men”, I critically interpret the potential for men to undermine men's privilege, arguing that efforts to create new masculinities reinforce the gender order and that the gendered context leaves little room for men's counter-hegemonic practices. I argue, finally, that a feminist emancipatory project is better developed by seeking identifications beyond the social category of men than within a framework of reforming masculinity.

Amartya Sen has sought to refocus development theory towards the ultimate goal offreedom, and has in this context emphasised the importance ofeducation in building human capabilities to lead the lives they have reason to value. However, research suggesting that gender-based violence is prevalent in the South African school system represents a paradox as it reveals that years of schooling can contribute to deprivation and capability failure rather than enhanced human capabilities and development. Literature reviewed for this dissertation suggests that over and above the lost educational opportunities due to gender-based violence in schools, it can cause long-term and even terminal health damages and contribute to increased societywide levels of violence with substantial socio-economic costs. Anti-violence interventions among learners have been found to have minimal effect unless they are supported by the overall school culture. However, educators who are expected to ensure a safe school environment are not only responding inadequately to cases of genderbased violence between learners, but some are personally engaging in acts ofgender violence towards learners. Recognising the significant role ofeducators, both as part ofthe problem and as key to any solution, this dissertation seeks to improve understanding ofthe context within which interventions at the level ofeducators may be possible. This study explores what previous research have identified as common attitudes, beliefs and knowledge gaps among educators in schools with high levels ofgender-based violence. Findings include confusion about the legal and policy framework as it applies to such cases, a lack of will to acknowledge the problem and inadequate understanding ofgender-based violence. The construction of men and women as essential opposites has been identified as an underlying reason for inadequate acknowledgement and understanding. Research on these dimensions forms the basis for a study using survey and focus group methodologies to assess the prevalence of such attitudes and knowledge gaps of issues around gender-based violence among student teachers about to fmalise their studies and start their professional lives as educators. The data collected suggests that the student teachers will vary considerably in their ability to respond to cases ofgender-based violence. A more concerted effort is required in order to prepare student teachers for the problem ofgender-based violence and enable them to create more gender-friendly school environments. Possible routes for improvement are suggested. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

Men’s violence against women includes acquaintance rape, intimate partner violence, sexual assault, and partner stalking and occurs at particularly high rates on college campuses (Fisher, Cullen, & Turner, 2000). Although men are increasingly becoming involved in efforts to prevent these forms of violence, little is known about their motivation and the processes that lead to their involvement. The purpose of this project was to examine how undergraduate male students become social justice allies involved in preventing men’s violence against women. The theoretical frameworks of this study included transformative learning theory (Mezirow, 1997, 2000) and feminist theory (Worell & Remer, 2003). Data were generated from six male social justice ally exemplars nominated for their sustained involvement in prevention work. Eligible and interested participants completed two individual interviews, demographic forms, Social Locations Worksheets (Worell & Remer, 2003), and male social justice ally development timelines. The qualitative data were analyzed using constructivist grounded theory (Charmaz, 2006) by the author and three peer debriefers. Findings provide an initial framework for conceptualizing male social justice ally development, including predisposing factors and shifts in perspective that were critical to their antiviolence work and factors that sustained their involvement. Participants also described integrating their social justice ally work into their identity and connecting with other forms of social activism. These themes provide a framework for understanding how men become invested in preventing men’s violence against women as undergraduate students and implications for ways to engage more men in these efforts.

This thesis will uncover how law and policy, as well as how social workers speak to their practice, shape how the Manitoba child welfare system intervenes in cases of violence against mothers. By searching for the dominant themes of "invisible fathers" and "mothers failing to protect", this project substantiates how these themes contribute to the failure of the current system to hold the perpetrator accountable for his violence. I set out to confirm the argument that men need to be included as both risks and assets in the frame of our child welfare lens when assessing risk for children, in order to realize a feminist perspective in our work with families. Discourse analysis methods from a number of sources were drawn on to reveal and analyze how the discourse of "mothers failing to protect" has emerged, and how it informs child welfare practice and policy in ways that harm mothers and children.

This study examines attitudes regarding general violence, violence against women, gender roles, and rape myth and how they relate to music preference. Surveys were completed by 321 students from two large introductory sociology classes at a midsize Midwestern university. Data were analyzed using Ordinary Least Squares (OLS) regression. The results indicate that those who listen to predominantly rap and r&b music are more accepting of general violence and violence against women. Also, findings support the idea that amount of music videos viewed affects views on gender roles. Results show no support for a relationship between attitudes about rape myth and listening to rap and r&b music. / Department of Sociology

This thesis will uncover how law and policy, as well as how social workers speak to their practice, shape how the Manitoba child welfare system intervenes in cases of violence against mothers. By searching for the dominant themes of "invisible fathers" and "mothers failing to protect", this project substantiates how these themes contribute to the failure of the current system to hold the perpetrator accountable for his violence. I set out to confirm the argument that men need to be included as both risks and assets in the frame of our child welfare lens when assessing risk for children, in order to realize a feminist perspective in our work with families. Discourse analysis methods from a number of sources were drawn on to reveal and analyze how the discourse of "mothers failing to protect" has emerged, and how it informs child welfare practice and policy in ways that harm mothers and children.