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Educating Men Face-to-Face

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Engaging Men and Boys in Violence Prevention

Part of the book series: Global Masculinities ((GLMAS))

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Abstract

This Chapter focuses on one of the most common forms of violence prevention strategy among men and boys, face-to-face education. Around the world, interactive workshops and training sessions are used with men and boys to build their gender-equitable understandings, teach skills in non-violence and sexual consent, inspire collective advocacy, and so on. As Flood discusses in detail, some forms of face-to-face education simply do not work. They are too short to make change, they do not engage participants in discussion and reflection, or they are poorly taught. This chapter identifies what makes for effective practice in education for violence prevention: what to cover, how to teach, and whom should teach.

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Notes

  1. 1.

    ‘Constructions’ are broader than ‘attitudes’, in that they may include values, social norms, media and other representations, and in some uses, behaviours and collective relations.

  2. 2.

    For example, in a revision by McMahon and colleagues of a scale for measuring bystander behaviour first developed by Banyard and colleagues, several items regarding individuals’ own practices of sexual consent were included. Such accounts blur the line between bystanders to violence and perpetrators of violence. In practice of course, individuals who act as prosocial bystanders, intervening in others’ violent and violence-supportive behaviours, should ‘put their own house in order’, ensuring that they do not use violence themselves. Notwithstanding this conflation of terms, it is preferable to reserve the term ‘bystander’ for those who are not directly involved in the violence in question.

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    Michael Flood

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Flood, M. (2019). Educating Men Face-to-Face. In: Engaging Men and Boys in Violence Prevention. Global Masculinities. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-44208-6_6

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