• E4J University Module Series: Crime Prevention and Criminal Justice

• Module 10: Violence against Women and Girls

• Introduction and learning outcomes

• Key issues

  • Key terms
  • Topic 1 - Ending violence against women
  • Topic 2 - Human rights approaches to violence against women
  • Topic 3 - Who has rights in this situation? Prosecuting domestic violence and sexual violence - a human rights approach
  • Topic 4 - What about the men? Transforming stereotypes and acting in solidarity to end discrimination and violence for everyone
  • Topic 5 - Local, regional and global solutions to violence against women and girls
  • Summary
  • References

• Exercises

• Case studies

• Possible class structure

• Core reading

• Advanced reading

• Student assessment

• Additional teaching tools

• Guidelines to develop a stand-alone course

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• First published in July 2019; revised in December 2020
  

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  This module is a resource for lecturers  

Student assessment

This section provides a suggestion for a post-class assignment for the purpose of assessing student understanding of the Module. Suggestions for pre-class or in-class assignments are provided in the Exercises section.

Imagine: What does a world without gender-based violence against women and girls look like? Analyse: What is required to achieve such a world?

Lecturer guidelines

This could be a short exercise in class, or a larger assessment item at the end of the Module.

In discussing or assessing this exercise, lecturers may wish to refer to Topic One, and the 'ecological model' to understand the ways that individual factors intersect with community and social factors to create situations where gender-based discrimination and violence is permitted, or challenged and eradicated.

Students could focus on one form of violence (such as child marriage) or one kind of intervention - creating change through education (for example, how do we educate adults about violence against women? How could we educate small children, or adolescents? How can story-telling, or creating new forms of law contribute to eradicating violence?

Students should be encouraged to express themselves very freely for this exercise - it could include drawings, artworks, short films, poetry, or a banner.

This exercise comes from the V-Day/Vagina Monologues campaign. Here is a 2018 interview with the founder, Eve Ensler, which could be a good final video resource for the class [3:38 minutes].

Next: Additional teaching tools

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