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Moving beyond masculine defensiveness and anxiety in the classroom: exploring gendered responses to sexual and gender based violence workshops in England and Ireland
Open accessAbstract
Increasing rates of gender-based and sexual abuse, coupled with a rise in misogynistic influencers online, have become a growing issue in UK and Irish schools. This paper reports on the findings of a postlockdown study in England and Ireland that piloted workshops on gender-based and sexual violence. While most student responses were positive, we found that roughly 10% of girls and 20% of boys were resistant. In this paper, we explore these critical responses, focusing specifically on male resistance. Our findings indicate that new strategies, which avoid the concept of ‘toxic masculinity’, are needed to help boys move from defensive to empathetic engagements. We also find that the neoliberal, meritocratic ethos of many schools has fostered a problematic framing of gender-based violence as genderneutral. We conclude that it is vital to adopt an intersectional, whole-school approach to educating about sexual violence, which acknowledges male victimhood, while also emphasizing gendered privileges.
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Schools serve as environments where TFSV and manosphere ideologies intersect, allowing harmful norms to thrive and reproduce.
“As detailed in the previous section, schools serve as environments where TFSV and manosphere ideologies intersect, allowing harmful norms to thrive and reproduce (see also Ging et al. 2024).”
From Technology-facilitated sexual violence perpetration as a tool for gender policing in secondary schools (2026) · cites this paper as Ging et al. 2024
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Almanssori, S., Paskaran, L., & Mendes, K. (2026) · Journal of Youth Studies · doi:10.1080/13676261.2025.2531789 · Cited by 5
“As detailed in the previous section, schools serve as environments where TFSV and manosphere ideologies intersect, allowing harmful norms to thrive and reproduce (see also Ging et al. 2024).”
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Metadata
- Authors
- Ging, D., Ringrose, J., Milne, B., Horeck, T., Mendes, K., & Castellini da Silva, R.
- Affiliations
- Dublin City University (IE)
- University College London (GB)
- Anglia Ruskin University (GB)
- Western University (CA)
- School of Communications, Dublin City University, Dublin, Ireland
- Corresponding author
- Ging, Debbie
- Venue
- Gender and Education
- Publisher
- Informa UK Limited
- Published
- 2024-03-04
- Volume
- 36
- Issue
- 3
- Pages
- 230-247
- ISSN
- 0954-0253 (ISSN-L)
- 1360-0516
- OpenAlex
- W4392378937
- Cited by
- 32
- References
- 1
- Citations by year
- 2026: 14 · 2025: 15 · 2024: 3
- FWCI
- 23.69
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Gender and Education (publishedVersion, cc-by)
- UCL Discovery (University College London) (submittedVersion, cc-by)
- Figshare (submittedVersion, cc-by)
- Funders
- Arts and Humanities Research Council (AH/T008938/1)
- AHRC Grant ‘Defence & Activism Lessons: Equipping young people to navigate contemporary digital cultures in and around school’ (AH/T008938/1)
- Topics
- Social Sciences › Gender Studies › Gender, Sexuality, and Education
- Social Sciences › Gender Studies › Sexual Assault and Victimization Studies
- Social Sciences › Gender Studies › Gender and Feminist Studies
- Keywords
- gender-based violence, sexual violence, school workshops, toxic masculinity, masculinity, male victimhood, meritocracy, intersectionality, whole-school approach, misogyny, empathy
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