Respect@Uni: A Feminist Insider Perspective on Respect-Based Culture Change in Higher Education

Autor/inn/en	Barnacle, Robyn; Cuthbert, Denise; Hall, Ali; Sidelil, Leul Tadesse
Titel	Respect@Uni: A Feminist Insider Perspective on Respect-Based Culture Change in Higher Education
Quelle	In: Critical Studies in Education, 64 (2023) 4, S.318-336 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnacle, Robyn) ORCID (Cuthbert, Denise) ORCID (Hall, Ali) ORCID (Sidelil, Leul Tadesse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2022.2143837
Schlagwörter	Feminism; Sexual Abuse; Sexual Harassment; Prevention; Higher Education; Risk; Student Research; Graduate Students; Power Structure; Organizational Culture; Organizational Change; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Feminismus; Sexueller Missbrauch; Sexuelle Belästigung; Prävention; Vorbeugung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Risiko; Studentenforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unternehmenskultur; Organisationswandel; Resistenz
Abstract	This article provides feminist insider perspectives on the development and delivery of an innovative respect-based sexual assault and sexual harassment (SASH) prevention initiative in higher education. The initiative is designed specifically to address risk factors in graduate research. It is one of the first of its kind world-wide. Respect and cognate, moderate feminist, concepts are increasingly prevalent as oblique, or stealth, approaches to gender equality in contexts in which doing so openly may be counterproductive. The respect-based initiative examined here addresses the various risk factors that distinguish graduate research from undergraduate education, particularly power imbalances. Adopting a feminist reflective practice methodology, we provide an insider perspective into the multi-layered processes involved in enabling and undertaking institution-wide culture change of this kind. Our critical reflections focus on the stealth approaches adopted during design and delivery, highlighting resistance and receptivity to the initiative and how these were either countered or harnessed. The article provides both practical and theoretical insights into the advantages and limitations of respect-based culture-change. Most notably, it contributes to enhanced understanding of what works in practice, for which there is an urgent need. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01