Call For Papers - Teaching About Domestic Violence

The journal, Violence Against Women seeks original manuscripts for a special issue entitled “Teaching About Domestic Violence.”  The special issue will be edited by Madelaine Adelman (Justice & Social Inquiry, Arizona State University) and Donna Coker (Law, University of Miami).  Manuscripts are due no later than October 1, 2012.  All the details after the jump.

The university campus was a critical site for second wave feminists in the U.S. who gathered to raise the campus and community consciousness about woman battering. Since this period of feminist organization against woman battering, faculty and staff have been teaching about violence against women on university campuses. Early discussions about rape and domestic violence were shared informally after a class, through non-curricular activities hosted by a Women’s Center, and within mainstream courses taught by feminist faculty, sometimes in partnership with community activists. Soon enough, officially recognized courses focusing on domestic violence began to proliferate across university campuses. Typically they have been found within social science or humanities undergraduate curricula or as part of the elective law, social work or nursing school coursework. Today, textbooks directed at student audiences provide instructors with informative overviews and case studies centered on domestic violence (and other forms of gender violence). Further, some courses address the “battered women’s movement” within the scope of a larger discussion of social justice movements or international human rights, while others examine the state’s response to domestic violence through an intersectional lens of race, class, and colonization. It is safe to say that the teaching of domestic violence has become institutionalized in certain ways at colleges and universities. This special issue asks contributors to reflect on the state of teaching about domestic violence.

The questions which motivate this proposed special issue are:

• How, where, by whom and for what purpose is domestic violence taught on university campuses? Does it remain within the purview of the social sciences, law, or social work schools? To what extent has domestic violence been “mainstreamed” within disciplinary programs, interdisciplinary programs, or in professional degree programs? How is teaching and learning about domestic violence “disciplined,” that is, how do the theories, epistemological frameworks and methodologies valued by a particular discipline shape various teaching about domestic violence?

• What body of knowledge is taught and how is it taught within university and college courses on domestic violence? How is domestic violence incorporated into other courses on campus? Is knowledge about domestic violence understood as settled? Contested? Polarized within or across intellectual fields? How have faculty integrated (or not) new ideas about structural inequality, political economy, intersectionality and difference within their teaching about domestic 2 violence? How are student experience and knowledge of domestic violence considered within the university classroom?

• What are the current myths and assumptions students and faculty have about domestic violence? What role does the internet play in student and faculty construction and consumption of domestic violence knowledge? What roles do co-curricular activities, service learning, student services/student life, student activism, or community-based organizations play in how domestic violence is taught and learned about?

With this special issue we seek to reveal how and why domestic violence remains an area of pedagogical interest at the college and university level, and to take stock of the state of the art of teaching about domestic violence. In doing so, we hope to document the movement against violence against women, and share innovative approaches to thinking, learning and teaching about domestic violence.

We welcome original contributions on individual or team-taught courses or programs related to domestic violence. Contributors are asked to reflect on how they incorporate disciplinary frames, theoretical tensions, or other sources of intellectual and policy debate within the field of domestic violence studies, into their courses, along with the challenges and opportunities embedded within their approach to teaching and learning.

Potential contributors to the special issue are asked to submit their manuscripts of no more than 30 double-spaced pages, inclusive of abstract, tables, figures, notes and references, written in APA style. Shorter essays are welcome.

The manuscript must include an abstract of no more than 100 words. Please send the manuscript in WORD format as an attachment to Donna Coker (dcoker@law.miami.edu) and to Madelaine Adelman (mad@asu.edu) no later than Monday, October 1, 2012.

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