The Theory of Feminist Poststructural Pedagogy Applied to the Training of Public Professionals in Intimate Partner Violence

Elizabeth Blaney, Lanette Ruff

Abstract


Training professionals about intimate partner violence is a huge task requiring a theoretical framework that can address the complexity of the problem and highlight the need to be aware of power relationships and political dimensions of professional practice. This paper addresses the increasing recognition on the part of state agencies for specialist training in intimate partner violence as a critical component of an effective system response.

The objective of the paper is to propose a feminist post- structuralist pedagogical model of delivering training to public professionals. We discuss issues of power, knowledge, and the discursive construction of the self. Our goal is to provide space for learners to think about what it means to embrace change agency and how to make a difference in their capacities as agents of the state.

The paper concludes by proposing that an integrated model of learning is needed, one that goes beyond individualized responses and enables practitioners to develop the criticality and reflexivity central to a professional as a social change agent practice approach.


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