“I Didn’t Have the Language”: Young People Learning to Challenge Gender-Based Violence through Consumption of Social Media
Abstract
:1. Introduction
2. Young People’s Knowledge about Gender-Based Violence
3. Methods
4. Results
4.1. “There Wasn’t a Word to Describe It”: Gender Inequality at Home and in the Community
Merindah: But if I try and think when I first started noticing gender equality, I think it would be looking at the way that my mum was treated by different people. Looking at my mum’s own experiences with gender equality.
Interviewer: So, you noticed that your mum was treated differently than the men in your life or other people?
Merindah: Yeah, and I’ve just been beginning to understand my mum’s own experiences of violence because she was a woman, but also her own experiences of being disbelieved or invalidated when we were navigating different services, because she was a black woman as well.
“I know my mum grew up in very significant domestic violence and as a teenager I was, my stepdad was perpetrating [violence] towards myself, and my best friend was going through [something] similar. But it was always kind of weird because it sucked, but I wasn’t like “Oh, this could be different”. When you grow up with it and you’re like “Well it shouldn’t be like this, but that’s just kind of how it is” until you, sort of, are around, at least for me, around people saying it can be different, and then it kind of changed.”
“Mum is always doing the cooking, cleaning, looking after everyone and Dad is someone that goes to work and then comes home, and she’s already got dinner on the table ready for him. Even Mum, like, making me help her with the cooking and my brother being upstairs, like, just playing on the PlayStation or whatever, like, a difference in the gender roles in the home, that home, that’s probably unequal there.”
“I think for me, growing up as a person of colour, I had a lot of elements of racial discrimination towards me and especially from a really young age. I was always a little bit outspoken, and I think when the whole gender equality stuff kicked in was at that very young age for me when, you know, I would see men in my community that were also racially discriminated against come out and speak out and their voices being much more respected than mine with that added gender layer as well.”
“My mum’s always been, like, a very strong feminist, like, radical within some circles, whatever. My dad is quite ‘feministy’ as well, which we like. So, from quite a young age I would say, kind of, being catcalled when I was, like, a young teen, I knew who to talk to.”
4.2. “All That Stupid Little High School Stuff”: Regulating Inequality in School Settings
“I guess, treatment of the girls in the school compared to the boys and all that stupid little high school stuff that just made me feel really uncomfortable, and then I started doing more research and learning more.”
“Yeah, I think, especially when teachers would ask boys to help with lifting heavy things in classrooms and I would always ask to do that, but I would never get picked. So, I think that’s probably the first time I noticed it.”
“When I really wanted to play soccer but there weren’t any girls’ teams, and I wasn’t allowed to join the boys’ team. And just having that recognition that I was different, like, in some way. There was something about me that meant I couldn’t be with them.”
“I always did engineering and maths and stuff and was always like, “Yeah, I just like to be around the boys because they are less drama”. They were not, in fact, less dramatic. They were all awful. But I think that’s something you grow up with as well, and it’s really hard to unlearn so much internalised misogyny from such a young age… Yeah, I think it was just that idea of being one of the boys, like this is fine, and it was not fine, and I think the more I grew up, the more I was like, “I do want to be like every other woman, every other woman is really cool. You guys suck.”
“I attended a single sex all-girls high school and there was very much a strong regulation of our physical appearance as well. We never had our skirts measured but there was a lot, if certain teachers walked past you, they’d say, you know, pull your skirt down, or make sure you have your hem lowered by this time next week. I had quite a few male friends, or male-identifying friends, who went to single sex male high schools, and they didn’t seem to have their appearance as strictly regulated as we were.”
“I guess this is, for a long time I didn’t really think I’d be, like, my feelings being at school, and then, like, thinking about what it means to be a woman and the gender equality, I guess weren’t really connected; but looking back I connect them. So, when I was in Year 5, so 11, I guess, 11, yeah, 10 or 11 years old, I remember all the girls, this is at a private co-ed school, but all the girls had to kneel in front of a male teacher, or like whoever your teacher was, they would like, measure your uniform with a ruler, which at the time I didn’t think anything of but looking back I’m like, that’s really creepy.”
“There’s a lot more of just ‘boys will be boys’ mentality. I think that’s really the sort of caveat, especially if having gone from regional to living in the city. While it’s still fairly prevalent here, definitely not nearly as the same as it is in a regional setting.”
“I think for me, though, it took me a while to really be aware of anything. In primary school I was quite comfortable with the gender roles that were being enforced. I didn’t really question it too much until I really got to high school, maybe in Grade Eight, I think, one of my close friends introduced me to the idea of feminism, just through a conversation.”
“It was just more probably discussing with my friends about what has happened and us just opening up, how we have similar experiences and just realising that that isn’t right at all. Yeah. I guess a specific example is, I would just see a lot of people, especially guys, at my high school, like, treating people differently depending on their ethnicity, especially like South-East Asian girls and just thinking that that was really creepy and then reading somewhere online they were described as people with yellow fever, and it’s kind of like when I realised that this is definitely, it just makes me uncomfortable and that there were other things that also happened in public spaces that also made me feel uncomfortable and could be interpreted as harassment.”
“During like, our Health PDHPE class in high school, the teacher explained to us that, in fact, that catcalling, even just out on the street, did fit the definition of sexual harassment I knew I was surprised by it, because I thought it was ‘normal’ and just something that just happens and you just, you know, get on with it. I remember that because it very much challenged what I had assumed up until that point.”
“We had a philosophy class-the teacher for that let us sit in the classroom as a club during lunch to discuss consent, gender stuff, all of it. Mum was working for Ansell at the time so she would distribute condoms for the club.”
4.3. “Oh, Everything Makes Sense, It’s All Clicked”: Finding the Words to Challenge Inequality
Saavi: It was really interesting, cause I never had that kind of spoken about at school either, but for me something that hit home was when I entered university, a lot of the people I met you know, I went to a public school my whole life and I feel like potentially even socioeconomic status is a factor that plays into how aware you may be about these issues,’ cause suddenly all these private school girls were, like, really informed about gender equality and their peer groups at school had been really informed about it, whereas I never had that kind of exposure growing up and I just really wish I did, yeah.
Grace: I didn’t have any equality, I reckon, spoken about at school. For me that would’ve been very relatively recently. But it’s more of a DIY thing like I had to sort of figure it out myself and find my own information, yeah.
Yas: Yeah, I second that; I relate to that, yeah.
“An ‘Aha!’ moment for me. I read Fight Like a Girl by Clementine Ford, and this was maybe three years ago, and since then, I think that sort of put all my thoughts onto paper, and it was like reading back my own thoughts and I was like, “Oh my gosh, everything makes sense!” I just couldn’t, it was like I couldn’t put the words together myself; I knew something was not right with the world, but I just couldn’t put the words together. Then it was in book form, and I could just read it back and finally I was like “Oh, everything makes sense—it’s all clicked now”. Then I can just go and do my own research and advocate how I want to advocate because what I’m thinking is reflected in the book, if that makes sense”.
“I think that Emma Watson is a big thing. I think seeing a female character being so necessary to the success of males, seeing her and then seeing her grow beyond that as a person. I followed her, and I have done for years, and I’ve watched myself evolve along with her as what she posts on social media and the different stuff that she advocates for has changed.”
“I think it was still at a time where, like, being called a feminist was a dirty word and stuff like that, and people were like “Emma Watson called herself a feminist; what?”. And stuff like that. I’d think about it and be like, “Hey I think I’m a feminist; that’s pretty effed up that it’s a strange thing to call yourself”.”
“J.K. Rowling being openly transphobic to trans women this year. That was a massive thing for me this year, because this was someone I had looked up to for such a long time. When you have to, like, re-evaluate what you think about them, that was a massive learning experience for me.”
Josh: Yeah, hashtags, reading lists, podcasts, just Googling things and trying to find things that you know, I wouldn’t normally have stumbled across.
Grace: Following like-minded people as well because you know they’re going to post content that you relate to, and you want to learn about as well.
“I was probably in Year 7, so around 13. I just remember so distinctly it was on Instagram where I found on an ‘explore page’ somebody had posted—you know how on Instagram when people will screenshot tweets and other pages and repost tweets. It was something about this girl’s experience at high school with this misogynistic principal and I think I just remember being like “Oh my god, are people like that?”, and then I followed that account and found other accounts and it just went on like that.”
Andrea: [interrupting] I think when you see someone write something so eloquently, that’s exactly what I meant, and that happens so often on social media.
“It would definitely have been sort of early- to mid-high school on social media and just generally identifying with progressive left views already, and just being, like, “Yes, I agree with that”. But I couldn’t say specifically, but social media is a part of, like, the language of how, yeah, like, how I’ve attained some vocabulary around the topic and my idea of whatever activism means.”
“I don’t remember seeing anything on social media about gender-based violence while I was in high school. It was probably when I was a bit older when I was studying and more so, much more so, in the last few years as I’ve become more vocal myself and seen more and more on social media because I’ve been following specific accounts or that kind of thing.”
“You get Facebook when you’re young and you spend all your time on it, and you delve into different corners of it. So, your parents can control a lot of it, especially if you’re young but, like, social media kind of just throws it at you and so you can find some really messed up things but things that aren’t messed up and more educational as well.”
5. Discussion
6. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Carmody, M. Sexual Ethics and Violence Prevention. Soc. Leg. Stud. 2003, 12, 199–216. [Google Scholar] [CrossRef]
- Fileborn, B. Justice 2.0: Street harassment victims’ use of social media and online activism as sites of informal justice. Br. J. Criminol. 2017, 57, 1482–1501. [Google Scholar] [CrossRef]
- O’Neill, T. ‘Today I Speak’: Exploring How Victim-Survivors Use Reddit. Int. J. Crime Justice Soc. Democr. 2018, 7, 44–59. [Google Scholar] [CrossRef] [Green Version]
- Powell, A. Seeking rape justice: Formal and informal responses to sexual violence through technosocial counter-publics. Theor. Criminol. 2015, 19, 571–588. [Google Scholar] [CrossRef]
- Davies, L. Wrestling with a Reckoning. Sydney Morning Herald. Available online: https://www.smh.com.au/national/wrestling-with-a-reckoning-20210305-p5786q.html (accessed on 26 March 2021).
- Hush, A. What’s in a Hashtag? Mapping the Disjunct Between Australian Campus Sexual Assault Activism and #MeToo. Aust. Fem. Stud. 2020, 35, 293–309. [Google Scholar] [CrossRef]
- Andreasen, M.B. ‘Rapeable’ and ‘unrapeable’ women: The portrayal of sexual violence in Internet memes about #MeToo. J. Gend. Stud. 2020, 30, 102–113. [Google Scholar] [CrossRef]
- Banet-Weiser, S. ‘Confidence you can carry!’: Girls in crisis and the market for girls’ empowerment organizations. Continuum 2015, 29, 182–193. [Google Scholar] [CrossRef]
- Wheildon, L.J.; True, J.; Flynn, A.; Wild, A. The Batty Effect: Victim-Survivors and Domestic and Family Violence Policy Change. Violence Against Women 2021, 28, 1684–1707. [Google Scholar] [CrossRef]
- Struthers, K.; Parmenter, N.; Tilbury, C. Young People as Agents of Change in Preventing Violence against Women; (Research report, 02/2019); ANROWS: Sydney, Australia, 2019. [Google Scholar]
- Nicholas, L.; Clark, S. Leave those kids alone: On the uses and abuses and feminist queer potential of non-binary and genderqueer. INSEP–J. Int. Netw. Sex. Ethics Politics 2020, 8, 36–55. [Google Scholar] [CrossRef]
- Threadgold, S. Figures of youth: On the very object of Youth Studies. J. Youth Stud. 2019, 23, 686–701. [Google Scholar] [CrossRef]
- Vromen, A.; Collin, P. Everyday youth participation? Contrasting views from Australian policymakers and young people. Young 2010, 18, 97–112. [Google Scholar] [CrossRef]
- Wood, B.E. Youth studies, citizenship and transitions: Towards a new research agenda. J. Youth Stud. 2017, 20, 1176–1190. [Google Scholar] [CrossRef]
- Keleher, H.; Maguire, E.; Partridge, E.; Henderson, K. Change the Story: A Shared Framework for the Prevention of Violence against Women, 2nd ed.; Our Watch: Melbourne, Australia, 2021. [Google Scholar]
- Heise, L. Violence Against Women: An Integrated, Ecological Framework. Violence Against Women 1998, 4, 262–290. [Google Scholar] [CrossRef]
- Banyard, V.; Hamby, S. Strengths-Based Prevention: Reducing Violence and Other Public Health Problems; American Psychological Association: Washington, WA, USA, 2022. [Google Scholar] [CrossRef]
- Keddie, A. ‘Some of those girls can be real drama queens’: Issues of gender, sexual harassment and schooling. Sex Educ. 2009, 9, 1–16. [Google Scholar] [CrossRef]
- McKibbin, G.; Humphreys, C.; Hamilton, B. “Talking about child sexual abuse would have helped me”: Young people who sexually abused reflect on preventing harmful sexual behavior. Child Abus. Negl. 2017, 70, 210–221. [Google Scholar] [CrossRef]
- Politoff, V.; Crabbe, M.; Honey, N.; Mannix, S.; Mickle, J.; Morgan, J.; Parkes, A.; Powell, A.; Stubbs, J.; Ward, A.; et al. Young Australians’ Attitudes to Violence against Women and Gender Equality: Findings from the 2017 National Community Attitudes towards Violence against Women Survey (NCAS); (Research report, 02/2019); ANROWS: Sydney, Australia, 2019. [Google Scholar]
- Rowlands, I.J.; Holder, C.; Forder, P.M.; Hegarty, K.; Dobson, A.J.; Loxton, D. Consistency and Inconsistency of Young Women’s Reporting of Intimate Partner Violence in a Population-Based Study. Violence Against Women 2020, 27, 359–377. [Google Scholar] [CrossRef]
- Powell, A.; Henry, N. Blurred Lines? Responding to ‘Sexting’ and Gender-based Violence among Young People. Child. Aust. 2014, 39, 119–124. [Google Scholar] [CrossRef]
- Towler, A.; Eivers, A.; Frey, R. Warning Signs of Partner Abuse in Intimate Relationships: Gender Differences in Young Adults’ Perceptions of Seriousness. J. Interpers. Violence 2017, 35, 1779–1802. [Google Scholar] [CrossRef]
- Daff, E.S.; McEwan, T.E.; Luebbers, S. Australian Adolescents’ Experiences of Aggression and Abuse by Intimate Partners. J. Interpers. Violence 2018, 36, NP5586–NP5609. [Google Scholar] [CrossRef]
- Lumby, C.; Albury, K.; McKee, A. Modern Love: Young People, Sex, Relationships and Social Media. In The Age of Consent: Young people, Sexual Abuse and Agency; Lumby, C., Gleeson, K., Eds.; University of Western Australia Press: Crawley, UK, 2019; pp. 85–100. [Google Scholar]
- Albury, K.; Carmody, M.; Evers, C.; Lumby, C. Sex Education Sexuality, Society and Learning Playing by the rules: Researching, teaching and learning sexual ethics with young men in the Australian National Rugby League. Sex Educ. 2011, 11, 339–351. [Google Scholar] [CrossRef]
- Australian Woman Against Violence Alliance. Young Women’s Report; AWAVA, WESNET: Canberra, Australia, 2022. [Google Scholar]
- Carlisle, E.; Coumarelos, C.; Minter, K.; Lohmeyer, B.A. “It Depends on What the Definition of Domestic Violence Is”: How Young Australians Conceptualise Domestic Violence and Abuse; Australia National Research Organisation for Women’s Safety: Sydney, Australia, 2022. [Google Scholar]
- Noonan, R.K.; Charles, D. Developing Teen Dating Violence Prevention Strategies. Violence Against Women 2009, 15, 1087–1105. [Google Scholar] [CrossRef]
- Wekerle, C. Dating violence in mid-adolescence Theory, significance, and emerging prevention initiatives. Clin. Psychol. Rev. 1999, 19, 435–456. [Google Scholar] [CrossRef]
- Ehrensaft, M.K.; Cohen, P. Contribution of Family Violence to the Intergenerational Transmission of Externalizing Behavior. Prev. Sci. 2011, 13, 370–383. [Google Scholar] [CrossRef]
- Kimball, E. Edleson Revisited: Reviewing Children’s Witnessing of Domestic Violence 15 Years Later. J. Fam. Violence 2015, 31, 625–637. [Google Scholar] [CrossRef]
- Martin, K.A. Normalizing Heterosexuality: Mothers’ Assumptions, Talk, and Strategies with Young Children. Am. Sociol. Rev. 2009, 74, 190–207. [Google Scholar] [CrossRef] [Green Version]
- McCarry, M. Becoming a ‘proper man’: Young people’s attitudes about interpersonal violence and perceptions of gender. Gend. Educ. 2010, 22, 17–30. [Google Scholar] [CrossRef]
- Quadara, A.; O’Brien, W.; Ball, O.; Douglas, W.; Vu, L. Good Practice in Delivering and Evaluating Interventions for Young People with Harmful Sexual Behaviours; ANROWS: Sydney, Australia, 2020. [Google Scholar]
- Australian Bureau of Statistics. Personal Safety Survey 2016. Commonwealth of Australia. Available online: http://www.abs.gov.au/ausstats/[email protected]/mf/4906.0 (accessed on 26 March 2021).
- McCarry, M.J. Justifications and Contradictions: Understanding Young People’s Views of Domestic Abuse. Men Masc. 2007, 11, 325–345. [Google Scholar] [CrossRef]
- Allen, L. Girls Want Sex, Boys Want Love: Resisting Dominant Discourses of (Hetero) Sexuality. Sexualities 2003, 6, 215–236. [Google Scholar] [CrossRef]
- Lorber, J. Using Gender to Undo Gender. Fem. Theory 2000, 1, 79–95. [Google Scholar] [CrossRef]
- Loney-Howes, R.; MacPhail, C.; Hanley, N.; Fabrianesi, B. Youth Attitudes to Domestic and Family Violence: A Scoping Review of Young People’s Attitudes and Perceptions in Australia. Trauma Violence Abus. 2021. [Google Scholar] [CrossRef]
- Martin, K.A. William Wants A Doll. Can He Have One? Feminists, Child Care Advisors, and Gender-Neutral Child Rearing. Gend. Soc. 2005, 19, 456–479. [Google Scholar] [CrossRef] [Green Version]
- Robinson, K.H.; Smith, E.; Davies, C. Responsibilities, tensions and ways forward: Parents’ perspectives on children’s sexuality education. Sex Educ. 2017, 17, 333–347. [Google Scholar] [CrossRef]
- Renold, E. ‘They won’t let us play … unless you’re going out with one of them’: Girls, boys and Butler’s ‘heterosexual matrix’ in the primary years. Br. J. Sociol. Educ. 2006, 27, 489–509. [Google Scholar] [CrossRef]
- Robinson, K.H. Reinforcing hegemonic masculinities through sexual harassment: Issues of identity, power and popularity in secondary schools. Gend. Educ. 2005, 17, 19–37. [Google Scholar] [CrossRef]
- Keddie, A. Engaging boys in gender activism: Issues of discomfort and emotion. Gend. Educ. 2020, 33, 171–185. [Google Scholar] [CrossRef]
- Elwell, A.; Buchanan, R. Feminist pedagogies in a time of backlash. Gend. Educ. 2019, 33, 156–170. [Google Scholar] [CrossRef]
- Kim, C.; Ringrose, J. “Stumbling Upon Feminism”. Girlhood Stud. 2018, 11, 46–62. [Google Scholar] [CrossRef]
- Giordano, P.C.; Kaufman, A.M.; Manning, W.D.; Longmore, M.A. Teen Dating Violence: The Influence of Friendships and School Context. Sociol. Focus 2015, 48, 150–171. [Google Scholar] [CrossRef]
- Fisher, C.M.; Waling, A.; Kerr, L.; Bellamy, R.; Ezer, P.; Mikolajczak, G.; Brown, G.; Carman, M.; Lucke, J. 6th National Survey of Australian Secondary Students and Sexual Health 2018; Bundoora: Melbourne, Australia, 2019. [Google Scholar] [CrossRef]
- Senior, K.; Helmer, J.; Chenhall, R. ‘As long as he’s coming home to me’: Vulnerability, jealousy and violence in young people’s relationships in remote, rural and regional Australia. Health Sociol. Rev. 2016, 26, 204–218. [Google Scholar] [CrossRef]
- Walton, M.D.; Weatherall, A.; Jackson, S. Romance and friendship in pre-teen stories about conflicts: ‘We decided that boys are not worth it’. Discourse Soc. 2002, 13, 673–689. [Google Scholar] [CrossRef]
- Foshee, V.A.; Benefield, T.S.; Reyes, H.L.M.; Ennett, S.T.; Faris, R.; Chang, L.-Y.; Hussong, A.; Suchindran, C.M. The Peer Context and the Development of the Perpetration of Adolescent Dating Violence. J. Youth Adolesc. 2013, 42, 471–486. [Google Scholar] [CrossRef]
- Totten, M. Girlfriend Abuse as a Form of Masculinity Construction among Violent, Marginal Male Youth. Men Masc. 2003, 6, 70–92. [Google Scholar] [CrossRef]
- DeKeseredy, W.S.; Schwartz, M.D. The History of Male Peer Support Theory. In Male Peer Support and Violence against Women: The History and Verification of a Theory; Northeastern University Press: Boston, MA, USA, 2013; pp. 44–68. [Google Scholar]
- Connell, R.W. Masculinities, 2nd ed.; Allen & Unwin: Crows Nest: Sydney, Australia, 1995. [Google Scholar]
- Fairbairn, J. Before #MeToo: Violence against Women Social Media Work, Bystander Intervention, and Social Change. Societies 2020, 10, 51. [Google Scholar] [CrossRef]
- Gillum, T.L. Reconceptualizing prevention of violence against women on college campuses: Response to Victoria Banyard’s actualizing the potential of primary prevention: A research agenda. Trauma Violence Abus. 2014, 15, 352–357. [Google Scholar] [CrossRef]
- Stanley, N.; Ellis, J.; Farrelly, N.; Hollinghurst, S.; Bailey, S.; Downe, S. “What matters to someone who matters to me”: Using media campaigns with young people to prevent interpersonal violence and abuse. Health Expect. 2016, 20, 648–654. [Google Scholar] [CrossRef]
- Albury, K. Young people, digital media research and counterpublic sexual health. Sexualities 2018, 21, 1331–1336. [Google Scholar] [CrossRef]
- Sills, S.; Pickens, C.; Beach, K.; Jones, L.; Calder-Dawe, O.; Benton-Greig, P.; Gavey, N. Rape culture and social media: Young critics and a feminist counterpublic. Fem. Media Stud. 2016, 16, 935–951. [Google Scholar] [CrossRef]
- Jackson, S.J.; Bailey, M.; Welles, B.F. #GirlsLikeUs: Trans advocacy and community building online. New Media Soc. 2017, 20, 1868–1888. [Google Scholar] [CrossRef]
- Donnette, W.-M.; Christopher, C.; Andrea, H.; Kevin, W.; Allan, C.; Ean, M.; Steve, T.; Melissa, B.; Shanne, T.; Carieca, W.; et al. Using social media to warn potential victims, and encourage youths to denounce crime and violence in Jamaica. Int. J. Sociol. Anthr. 2016, 8, 76–86. [Google Scholar] [CrossRef] [Green Version]
- Schuster, J. Invisible feminists? Social media and young women’s political participation. Polit.-Sci. 2013, 65, 8–24. [Google Scholar] [CrossRef]
- Vitis, L.; Gilmour, F. Dick pics on blast: A woman’s resistance to online sexual harassment using humour, art and Instagram. Crime Media Cult. Int. J. 2016, 13, 335–355. [Google Scholar] [CrossRef]
- Banyard, V.; Edwards, K.; Herrington, R.; Hopfauf, S.; Simon, B.; Shroll, L. Using photovoice to understand and amplify youth voices to prevent sexual and relationship violence. J. Community Psychol. 2020, 50, 90–110. [Google Scholar] [CrossRef] [PubMed]
- Molnar, L.; Hendry, N.A. Content analysis of responses to The Line, an Australian primary prevention of violence against women campaign on Facebook. Health Promot. J. Aust. 2022. [Google Scholar] [CrossRef]
- Jackson, S.; Goddard, S.; Cossens, S. The importance of [not] being Miley: Girls making sense of Miley Cyrus. Eur. J. Cult. Stud. 2016, 19, 547–564. [Google Scholar] [CrossRef]
- Lohmeyer, B.A. ‘Keen as fuck’: Youth participation in qualitative research as ‘parallel projects’. Qual. Res. 2019, 20, 39–55. [Google Scholar] [CrossRef]
- Braun, V.; Clarke, V. Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Couns. Psychother. Res. 2020, 21, 37–47. [Google Scholar] [CrossRef]
- Smith, D.E. The Everyday World as Problematic; Northeastern University Press: Boston, MA, USA, 1987. [Google Scholar]
- Au, A. Feminist methods in a “post-truth” political climate: Objectives, strategies, and divisions. Sociol. Spectr. 2020, 40, 99–115. [Google Scholar] [CrossRef]
- Hennessy, R.; Ingraham, C. Materialist Feminism: A Reader in Class, Difference, and Women’s Lives; Hennessy, R., Ingraham, C., Eds.; Routledge: New York, NY, USA, 1997. [Google Scholar] [CrossRef]
- Wittig, M. One Is Not Born a Woman. In The Straight Mind and Other Essays; Beacon Press: Boston, MA, USA, 1992; pp. 9–20. [Google Scholar]
- Jackson, S. Why a materialist feminism is (Still) Possible—And necessary. Women’s Stud. Int. Forum 2001, 24, 283–293. [Google Scholar] [CrossRef]
- McCarry, M.; Lombard, N. Same Old Story? Children and Young People’s Continued Normalisation of Men’s Violence against Women. Fem. Rev. 2016, 112, 128–143. [Google Scholar] [CrossRef] [Green Version]
- Robinson, K.H.; Díaz, C.J.; Townley, C. Constructions of knowledge and childhood: Addressing current affairs with children with a focus on parents’ practices and children’s news media. Contemp. Issues Early Child. 2019, 20, 324–336. [Google Scholar] [CrossRef]
- Hemmings, C. Affective solidarity: Feminist reflexivity and political transformation. Fem. Theory 2012, 13, 147–161. [Google Scholar] [CrossRef]
- Jackson, S.; Scott, S. The Personal Is Still Political: Heterosexuality, Feminism and Monogamy. Fem. Psychol. 2004, 14, 151–157. [Google Scholar] [CrossRef]
- Ollis, D.; Iannucci, C.; Keddie, A.; Holland, E.; Delaney, M.; Kearney, S. ‘Bulldozers aren’t just for boys’: Respectful relationships education challenges gender bias in early primary students. Int. J. Health Promot. Educ. 2021, 1–15. [Google Scholar] [CrossRef]
- Risman, B.J. From Doing to Undoing: Gender as We Know It. Gend. Soc. 2009, 23, 81–84. [Google Scholar] [CrossRef]
- Keddie, A. Schooling and social justice through the lenses of Nancy Fraser. Crit. Stud. Educ. 2012, 53, 263–279. [Google Scholar] [CrossRef]
- Bragg, S.; Renold, E.; Ringrose, J.; Jackson, C. ‘More than boy, girl, male, female’: Exploring young people’s views on gender diversity within and beyond school contexts. Sex Educ. 2018, 18, 420–434. [Google Scholar] [CrossRef]
- McCook, S. ‘So, What is a Good Masculinity?’: Navigating Normativity in Violence Prevention with Men and Boys. Aust. Fem. Stud. 2022, 1–17. [Google Scholar] [CrossRef]
- Jackson, S. Young feminists, feminism and digital media. Fem. Psychol. 2018, 28, 32–49. [Google Scholar] [CrossRef] [Green Version]
- Mendes, K.; Ringrose, J.; Keller, J. Teen Feminist Digital Activisms. In Digital Feminist Activism; Oxford University Press: New York, NY, USA, 2018; Volume 28, pp. 32–49. [Google Scholar] [CrossRef]
- Banet-Weiser, S. Empowered: Popular Feminism and Popular Misogyny; Duke University Press: Durham, NC, USA, 2018. [Google Scholar]
- Kanai, A. Between the perfect and the problematic: Everyday femininities, popular feminism, and the negotiation of intersectionality. Cult. Stud. 2019, 34, 25–48. [Google Scholar] [CrossRef]
- Moreton-Robinson, A. Troubling Business: Difference and Whiteness Within Feminism. Aust. Fem. Stud. 2000, 15, 343–352. [Google Scholar] [CrossRef]
- Phipps, A. White tears, white rage: Victimhood and (as) violence in mainstream feminism. Eur. J. Cult. Stud. 2021, 24, 81–93. [Google Scholar] [CrossRef]
- Mendes, K.; Keller, J.; Ringrose, J. Digitized narratives of sexual violence: Making sexual violence felt and known through digital disclosures. New Media Soc. 2018, 21, 1290–1310. [Google Scholar] [CrossRef]
- Jackson, S. Interchanges: Gender, sexuality and heterosexuality: The Complexity (and Limits) of Heteronormativity. Fem. Theory 2006, 7, 105–121. [Google Scholar] [CrossRef] [Green Version]
- Churchill, B.; Baltra-Ulloa, J.; Moore, R. Difficult conversations—Race, Class and Gender in White Australia. In Routledge International Handbook of Race, Class, and Gender; Jackson, S., Ed.; Routledge: London, UK, 2014; pp. 21–28. [Google Scholar] [CrossRef]
- Walker, J. Tough girls: Gender performance and safety within schools. Child. Geogr. 2020, 1–14. [Google Scholar] [CrossRef]
- Nicklin, L.L.; Swain, E.; Lloyd, J. Reactions to Unsolicited Violent, and Sexual, Explicit Media Content Shared over Social Media: Gender Differences and Links with Prior Exposure. Int. J. Environ. Res. Public Health 2020, 17, 4296. [Google Scholar] [CrossRef] [PubMed]
- Edenfield, A.C. Queering Consent: Design and Sexual Consent Messaging. Commun. Des. Q. Rev. 2019, 7, 50–63. [Google Scholar] [CrossRef] [Green Version]
- Casey, E.; Smith, T. “How Can I Not?”: Men’s Pathways to Involvement in Anti-Violence Against Women Work. Violence Against Women 2010, 16, 953–973. [Google Scholar] [CrossRef] [Green Version]
- Lees, R. Participatory Politics. Int. Soc. Work 1972, 15, 52–58. [Google Scholar] [CrossRef]
- Schilt, K. I’ll Resist with Every Inch and Every Breath. Youth Soc. 2003, 35, 71–97. [Google Scholar] [CrossRef]
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Molnar, L.I. “I Didn’t Have the Language”: Young People Learning to Challenge Gender-Based Violence through Consumption of Social Media. Youth 2022, 2, 318-338. https://doi.org/10.3390/youth2030024
Molnar LI. “I Didn’t Have the Language”: Young People Learning to Challenge Gender-Based Violence through Consumption of Social Media. Youth. 2022; 2(3):318-338. https://doi.org/10.3390/youth2030024
Chicago/Turabian StyleMolnar, Lena Ida. 2022. "“I Didn’t Have the Language”: Young People Learning to Challenge Gender-Based Violence through Consumption of Social Media" Youth 2, no. 3: 318-338. https://doi.org/10.3390/youth2030024