Teaching on Gender-Based Violence in Higher Education: Critical Reflections from Criminologists on Stolen Land
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| Title: | Teaching on Gender-Based Violence in Higher Education: Critical Reflections from Criminologists on Stolen Land |
|---|---|
| Language: | English |
| Authors: | Bianca Fileborn (ORCID |
| Source: | Gender and Education. 2026 38(3):312-328. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Criminology, Sexual Abuse, Gender Bias, Foreign Countries, Violence, Indigenous Populations, Colonialism, Decolonization, Trauma, Trauma Informed Approach, Higher Education, College Faculty, Teacher Role, LGBTQ People |
| Geographic Terms: | Australia, United Kingdom |
| DOI: | 10.1080/09540253.2026.2628532 |
| ISSN: | 0954-0253 1360-0516 |
| Abstract: | Gender-based violence (GBV) remains a pervasive harm disproportionately affecting Indigenous women and marginalised communities in Australia and across the globe. Despite the centrality of GBV in criminological research, limited attention has been paid to how it is taught in higher education. This article reflects on our experiences teaching GBV within criminology in Australia and the UK, drawing on feminist, queer, intersectional and decolonial frameworks. We argue that teaching GBV requires more than trauma-informed approaches, and highlight the importance of critically examining the politics of naming GBV, foregrounding marginalised voices, and situating GBV within broader structures of colonialism, heteropatriarchy and racial capitalism. We explore strategies for fostering inclusive and reflexive classrooms, such as flipped classroom design and embedding decolonial perspectives into curricula. Attention is also paid to the challenges of teaching GBV within neoliberal academic institutions and the need for reflexivity, particularly for educators from privileged groups. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503421 |
| Database: | ERIC |
| Abstract: | Gender-based violence (GBV) remains a pervasive harm disproportionately affecting Indigenous women and marginalised communities in Australia and across the globe. Despite the centrality of GBV in criminological research, limited attention has been paid to how it is taught in higher education. This article reflects on our experiences teaching GBV within criminology in Australia and the UK, drawing on feminist, queer, intersectional and decolonial frameworks. We argue that teaching GBV requires more than trauma-informed approaches, and highlight the importance of critically examining the politics of naming GBV, foregrounding marginalised voices, and situating GBV within broader structures of colonialism, heteropatriarchy and racial capitalism. We explore strategies for fostering inclusive and reflexive classrooms, such as flipped classroom design and embedding decolonial perspectives into curricula. Attention is also paid to the challenges of teaching GBV within neoliberal academic institutions and the need for reflexivity, particularly for educators from privileged groups. |
|---|---|
| ISSN: | 0954-0253 1360-0516 |
| DOI: | 10.1080/09540253.2026.2628532 |
