Violence Against Women: It's A Men's Issue

This lesson examines gender based violence and the role men play in social change. 

Learning intentions:

  • Examine social and institutional systems that enable violent and abusive behaviours
  • Consider the role that men can play in addressing gender based violence
  • Explore the barriers that young people face to becoming active Bystanders
  • Discuss school based strategies that empower young people to become more active Bystanders

Digital educator: Charlie

  • 12-30 learners

    Class size

  • 11+

    Year Level

  • 60 minutes

    Course duration

  • One

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Violence Against Women: It's A Men's Issue lesson, students will expand on the concepts of gender, systemic sexism, and social change.

    Students will watch a TED Talk featuring Jackson Katz, an anti-sexism educator, author, film maker and cultural theorist. The video goes for 17 minutes. Students will then work in small groups for the reminder of the lesson to discuss the TED Talk. The final large group discussion will focus on school based intervention programs that support ending men's violence against women. 

    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

    There is no Cheat Sheet for this lesson. For most of the lesson, students will be working in their small groups to discuss the TED Talk. 
    To finish the lesson, bring the students back to a larger group discussion about the video. Dedicate the majority of the time allocated to the last question which focuses on empowering young people to become active Bystanders

    Student Printouts

    Additional Information

    Key Concept 3: Understanding Gender
    3.1 The Social Construction of Gender and Gender Norms. 
    • Key idea: It is important to challenge one’s own and others’ gender biases.


    3.3 Gender-based violence.
    • Key idea: Everyone has a responsibility to advocate for gender equality and speak out against human rights violations such as sexual abuse, harmful practices and other forms of Gender Based Violence.
    • This is a practical lesson that gives students a chance to explore systemic sexism and discrimination. Many men and boys find it challenging to recognise that they have privilege and the way this advantages them in society. It can be uncomfortable for them to recognise the additional barriers women, girls, and gender diverse people face and the role cisgender men play in change.
    • Keep in mind the intersectional nature of privilege and oppression and the ways different identities experience the world. 
    • Students can explore Bystander scenarios from the Canberra Rape Crisis Centre on 'What To Say'. You should review this video resource first to decide if it is appropriate for your students. It does contain explicit language.
    • In small groups, student can watch the videos on the Never Follow campaign website, then develop their own role play or poster that promotes the diverse ways to be a man. 
    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so.

    In Year 11 and 12 you can deliver lessons from either year level. It can be helpful for Year 12's to explore more foundational issues in the Year 11 curriculum. It is also beneficial for Year 11's to have access to more advanced lessons from the Year 12 curriculum.  

    Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.
    2. The program should finish with Great Debates as it provides an opportunity for students to integrate their learnings with their own values and engage in respectful communication on conflicting views. 

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