Instructor: Diane Knust, MSW, LISW
Office: Peters Hall, School of Social Work, University of Minnesota, St. Paul, MN 55104
Phone: 612-625-1220 or 1-800-779-8636 (School of Social Work Main Number)
Office hours: Wednesdays, 11:30-1:30 or arranged by appointment
E-mail:knust003@tc.umn.edu
The class will meet each Wednesday, 8:30-11:30 a.m. There will be one 15-minute break. Course content will be delivered using a variety of lectures and instructional methods. Lectures, discussions, guest speakers, videotapes, and small groups will be utilized.
Theories/research on violence in intimate domestic relationships examined through multiple lenses. Overview of interventions in Minnesota, United States, and other societies.
"Imagine a world free from gender violence where homes are not shattered; where shame and silence are cast aside for new joyful melodies; where women and men develop the capacity and courage to live to their full potential." Noeleen Heyser, March 1999.
This course examines gender violence in its multiple forms from a global perspective. An introduction to the history of violence against women, current theories and research on the causes of violence in intimate relationships, past and current responses, and interventions and prevention models to address this worldwide problem will be discussed. Understanding the multiple approaches for addressing gender violence will provide students the knowledge to describe culturally competent intervention and prevention strategies.
This course is designed to meet the social science diversified core requirement and the international perspectives designated theme requirement of the University's Liberal Education Requirement. There are no prerequisites for this course.
This course is one of the required courses for the School of Social Work's undergraduate Family Violence Prevention Minor.
By the end of this course students will be to:
Identify several international perspectives on the history and perpetuation of the many forms of gender violence;
Describe the types of gender violence across the lifespan from an international perspective;
Describe international, national, community, family and individual level interventions to address gender violence;
Describe three international gender policy issues---economics, globalization, and women as commodities and their impact in increasing gender violence;
Describe the multi-leveled structure of violence and its impacts on gender violence globally.
Describe gender violence from a human rights perspective including understanding of international and national laws designed to protect women and girls from violence.
Describe intervention and prevention strategies from a human rights approach, public health and international development perspectives.
Critically analyze the issues that create and maintain gender violence and have knowledge of actions being taken to end gender violence.
Understand the study of gender violence in global perspective as it relates to the University of Minnesota "international perspectives" theme of the liberal education curriculum
We will be discussing sensitive topics related to violence, discrimination, abuse, racism, patriarchy, etc. Most issues will also involve discussing a cultural context that may be different than your own. In order to create a constructive and supportive learning environment, it is expected that all class members will participate in class discussions,listen well to others, respect differing opinions, avoid degrading or disrespectful language and understand the multicultural atmosphere of this learning environment. Confidentiality is requested for all personal sharing. The purpose of this course is for instruction, not individual counseling or therapy. If you have needs beyond what the course offers, please see the instructor for referrals to other services.
1.Class Attendance---15 points
Attendance and Participationare critical to the success of any course in the School of Social Work. Attendance is considered a prerequisite to participation and participation is a crucial part of the growth and learning of each class member. Evaluation of the level and quality of participation will be incorporated into the total course grade. Attendance and classroom participation are defined as on-time attendance; attentive non-verbal behavior; familiarity with assigned readings; participation in discussions, small group exercises, and practice activities, building on and responding to the comments of others; offering thoughtful feedback to classmates and the instructor; raising questions and offering comments. Those who miss class and/or do not participate will receive lower grades than those students who attend all classes and fully and actively participate. Attendance and classroom participation are worth 15 points. Students will be allowed one excused absence.
2. Class Assignments: Note: All papers can be e-mailed to me by 5:00pm the day they are due or in class---90 points
Thresholds of Violence Paper---Due September 15.Write a 3 pageresponse paper reflecting on the Thresholds of Violence Exercise. Answer the following questions (15 points)
Discuss the items you ranked high (7-10) and those particularly low (1-3). What process did you use to rank these items?
What experiences have you had that may have influenced your responses? How is conflict dealt within your family? Who gets the final say when there is conflict?
What formal and informal rules did you learn about physical fights, gender expectations, punishment within your neighborhood or community?
What traditions within your religion and/or culture helped to form your understanding of gender roles and expectations with regard to interpersonal violence and conflict resolution? Has this been a positive or negative influence?
Did your definition of "what is violence" shift after doing this exercise? After today's lecture? After today's video? In what way?
Masculinity, Gender and Violence---Due September 29.Write a 3 pageresponse paper writing about two of the three questions below (15 points).
Grieg makes the point that there are tensions in working with men and their roles and responsibilities in ending gender violence. Describe those tensions and how they compare to the issues described by Jonathan Katz in the video.
Looking at the "directions" Grieg proposed on the last slide today - analyze two of the men's initiatives listed on page 6 of the Society for International Development reading. How are these men's groups responding to Grieg's "directions", what other connections are they trying to address - slide #9?
Expand on your responses to the questions posed in slides, 3, 4 and 5 - integrating material from the readings that changed and/or reinforced your response.
CEDAW Analysis Paper---The Convention on the Elimination of Discrimination Against Women (CEDAW) will be discussed extensively in this class. (20 points). Due Nobember 17.Write a 4-pagepaper:
Debating the pros and cons of U.S. ratification of this treaty. See www.unifem.orgor http://www.unifem.undp.org/resources/cedaw/index.htmlor Turning the Tide; CEDAW and the gender dimensions of the HIV/AIDS pandemic--- http://www.undp.org/unifem/resources/turningtide/pg. 1-32.
Using Human Rights For All: CEDAW working group document. http://www.amnestyusa.org/cedaw/cedawbw.pdfas well as resources at UNIFEM to research your country's ratification, current CEDAW report and shadow reports---analyze how this country is utilizing CEDAW to end VAW.
Describe one program, legislative change, advocacy change, etc. that indicates how the count is honoring their commitment to the CEDAW treaty.
Reflection paper---December 1, 2004 - Women in Black demonstration. Describe in two pages your personal journey of participating in this event. Due December 8.10 points.
Guest Speaker Papers---3 Papers due (Currently 4 speakers scheduled). Two Typewritten pages---10 points each. Papers due one week after guest speaker. These papers should analyze the readings for the class session, lecture and guest speaker's material answering the following questions: (1) What knowledge did you learn from the guest speaker? (2) Contrast/compare their information to the readings for the class -a minimum of two concepts must be analyzed. All papers must include integration of class reading material, not just quotes from the books. (30 points)
3. Group Presentation---25 points.The class will be divided into groups who will present assigned case study illustrations. There will be 7-8 groups (depending on size of class). The assignment and case study materials will be given out the third week of class.
4. Final Integrative Paper---70 points---This paper is due December 15. Note: There are no extensions for this deadline. Country folder materials will be available by Week 10. You will select a country and pick up the folder from me. Please turn in hard copy.
Read the material. Much of the information you need to do this paper is contained in this material. You may need to look for additional information to answer the following questions. You have received an Internet listing of websites that will be helpful in obtaining this information. Read your textbooks---they contain information on many countries that should be referenced in your paper. Points will be taken off if you do not include information from the textbooks.
Prepare an analysis of violence against women in the country you have selected. The paper should be no less than 10 pages, typewritten, double-spaced. Please properly cite all sources for the paper. The analysis should include:
Describe the situation for women in the country (background/history). Identify the types of gender violence( i.e. domestic violence, trafficking, honor killing, etc? Describe the prevalence and history of the violence. How would you categorize the violence as individual, institutional, structural/cultural, give examples to support your analysis. (10 points)
What factors are perpetuating the violence (cultural, economic, legal or political) - name the types of factors affecting women in this country, i.e. women do not have a voice in the political system because they are not represented in the Parliament). (30 points) You must analyze each factor and give examples to support your analysis.
What has been done or is attempting to be done to stop violence against women? Name the types of interventions (advocacy, changes in laws, etc. Is the country a party to CEDAW. Describe how men andwomen are working on the issue. Describe what primary framework that the country or NGO's are working from (human rights, development, public health) (20 points)
Describe one program or initiative being done in the country that helps women experiencing violence - what are they doing, how are they doing it? Are they working from a human rights, development or public health perspective? Are they addressing the violence at an individual, community or societal level? (5 points)
What prevention activities have been or are being planned to address violence against women? What framework are they working in? What is your assessment of the status of women in this country at this time? (5 points)
Do not fill your paper with case study examples, extended quotes from articles etc. Points will be taken off if you do. Your paper should reflect your understanding of the readings and analysis of the situation for women in that country. Your paper must have a minimum of five references.
Assignments are due in class on the date assigned. Late assignments will not be accepted except under the most extreme circumstances, and then only with prior approval of the instructor. Failure to turn in an assignment on the due date will result in a lowered grade unless the instructor expressly grants an extension in writing: students will lose one-half (1/2) point for each day the assignment is past due.
| 93-100 A | 87-89 B+ | 77-79 C+ | 67-69 D+ |
| 90-92 A- | 83-86 B | 73-76 C | 63-66 D |
| 80-82 B- | 70-72 C- | less than 63 F |
A= achievement that is outstanding relative to the level necessary to meet course requirements.
B= achievement that is significantly above the level necessary to meet course requirements.
C= achievement that meets the course requirements in every respect.
D= achievement that is worthy of credit even though it fails to meet fully the course requirements.
S= achievement that is satisfactory, which is equivalent to a C- or better (achievement required for an S is at the discretion of the instructor but may be no lower than a C-).
F (or N)Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I.
I (Incomplete)Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g., hospitalization, a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student.
Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.
For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For example, a student taking a three credit course that meets for three hours a week should expect to spend an additional six hours a week on coursework outside the classroom.
The two major grading systems used are the A-F and S-N. Departmental majors must take major courses on the A-F system; non-majors may use either system. The instructor will specify criteria and achievement levels required for each grade. All students, regardless of the system used, will be expected to do all work assigned in the course, or its equivalent as determined by the instructor. Any changes you wish to make in the grading base must be done in the first two weeks of the semester.
The instructor will specify the conditions, if any, under which an "Incomplete" will be assigned instead of a grade. The instructor may set dates and conditions for makeup work, if it is to be allowed. "I" grades will automatically lapse to "F"s at the end of the next semester of a student's registration, unless an instructor agrees to submit a change of grade for a student during a subsequent semester to maintain the grade as an "I".
Inquiries regarding any changes of grade should be directed to the instructor of the course; you may wish to contact the Student Dispute Resolution Center (SDRC) in 107 Eddy Hall (625-5900) for assistance.
Students are responsible for all information disseminated in class and all course requirements, including deadlines and examinations. The instructor will specify whether class attendance is required or counted in the grade for a class.
A student is not permitted to submit extra work in an attempt to raise his or her grade, unless the instructor has specified at the outset of the class such opportunities will be afforded to all students.
Scholastic misconduct is broadly defined as "any act that violates the right of another student in academic work or that involves misrepresentation of your own work. Scholastic dishonesty includes, (but is not necessarily limited to): cheating on assignments or examinations; plagiarizing, which means misrepresenting as your own work any part of work done by another; submitting the same paper, or substantially similar papers, to meet the requirements of more than one course without the approval and consent of all instructors concerned; depriving another student of necessary course materials; or interfering with another student's work."
Students with disabilities that affect their ability to participate fully in class or to meet all course requirements are encouraged to bring this to the attention of the instructor so that appropriate accommodations can be arranged. Further information is available from Disabilities Services (230 McNamara).
University policy prohibits sexual harassment as defined in the December 1998 policy statement, available at the Office of Equal Opportunity and Affirmative Action. Questions or concerns about sexual harassment should be directed to this office, located in 419 Morrill Hall.
Please contact us at 625-5900 for more information on the above services, or to find out if any would be helpful in solving your problem.
Policy on incompletes:Students are expected to complete all course work by the last day of class. Those who are unable to do so must negotiate an incomplete and, pursuant to School of Social Work policy, develop a contract with the instructor that will describe the work which remains to be completed and the date by which the work must be submitted to the instructor. In addition, you are to be advised that incomplete course grades will be converted to an F grade if not completed within two semesters.
Policy on the Use of Student Papers:At times, the professor may ask students for a copy of their paper to use as a sample paper for students in future classes. If asked, students have the right to decline without fear of reprisal. They will be asked to sign a form indicating that they have freely given the instructor permission to use their paper as a sample.
School of Social Work Scent Policy:Some persons employed or studying in the School of Social Work report sensitivities to various chemical-based or scented products. We ask for everyone's cooperation in our efforts to accommodate their health concerns. For more information contact Jim Reinardy, Director of Graduate Studies at (612) 624-3779.
Negotiation of alternative learning plans:You may propose an individual learning plan if any part of the required assignments appear redundant compared with your previous learning or inconsistent with your learning goals. Such a plan must be presented and approved by the instructor prior to the third session.
Pickup, F. with S. Williams and C. Sweetman (2001). Ending Violence Against Women: a challenge for development and humanitarian work.Oxfam GB: United Kingdom.
UNIFEM - United Nations Development Fund for Women. (2003). Not A Minute More: Ending Violence Against Women. http://www.unifem.org/index.php?f_page_pid=207
Week 1: September 8 Introduction to Gender Violence from a Global Perspective
Course overview and introductions Video - The Vienna Tribunal Thresholds of Violence Exercise See Assignments for paper due next week!
Week 2: September 15 Gender and Its Relationship to Violence
CD-ROM "Women Go Global 1945-2000" Gender Circle Sociometry
Readings: Pickup textbook: Preface and Introduction, Chapter 1, pg.11-23 and Chapter 3 Prevalence, forms and impacts of violence against women.pg. 76-95.
WHO Fact Sheet: http://www.who.int/gender/whatisgender/en/(1 Page)
UNIFEM Fact Sheet: http://www.unifem-eseasia.org/resources/others/domesticviolence/PDF/Definition.pdf(2 pages)
www.mincava.umn.edu/reports/herstory.aspHerstory of Domestic Violence: A Timeline of the Battered Women's Movement., pg 1-5.
Week 3: September 22 Masculinity and Gender Violence
Videotape---Tough Guise
Readings: Violence against women and the culture of masculinity. Society for International Development http://www.nea.org/international/images/sid.pdf, pg. 1-8
Grieg, A. (2001). Political connections: Men, Gender and Violence. INSTRAW http://www.un-instraw.org/docs/mensroles/Greig.pdf, pg. 1-21
Masculinity and Gender Violence, Fact Sheet No. 5, http://www.unifem-eseasia.org/resources/factsheets/Gendis5.htm1-8.
Paper due on this session next week
Week 4: September 29 Human Rights, Development, Culture &Religion
Guest Speaker(s): Yukiko Nakajima- Japan;
Readings: Pickup Textbook, Chapter 1, pg. 23-45, Chapter 2 pg. 46-75
UNIFEM on-line: http://www.unifem.org/index.php?f_page_pid=207Read "Preface" and "Introduction" pg. 6-15
Jolly, S. (2002). Gender and Cultural Change: overview report. IDS Bridge: UK http://www.ids.ac.uk/bridge/reports/CEP-culture-report.pdf, pg. 1-43.
October is Domestic Violence Awareness Month
Week 5: October 6 Gender Violence as a human rights issue
Guest Speakers - Cheryl Thomas, JD, MN Advocates for Human Rights Videotape: A Woman's Place - South Africa
Readings: Pickup textbook, Chapter 5, pg. 153-200 and Chapter 7, pg. 229-261
UNIFEM on-line: http://www.unifem.org/index.php?f_page_pid=207Read: "Women's Rights are Human Rights": a new language and new standards" "Outlawing Violence: Laws and Legal Reform"and skim "Appendix 1: legislation on violence against women by country."
Obando, A. E. (2004). "How effective is a human rights framework in addressing gender-based violence? Women's Human Rights Net, http://www.whrnet.org/docs/issue-genderviolence.html
Bunch, C. (2004). "What are the implications of a rights-based approach for the struggle against violence against women? http://www.whrnet.org/docs/interview-bunch-0402.html
AWID CEDAW handout
Amnesty International USA. "Women's Human Rights: A Fact Sheet". http://www.amnesty.usa.org/stopviolence/factsheets/humanrights.html
Week 6: October 13 Gender Violence as a development issue
Gender Violence and HIV/AIDS Guest Speaker- Lyungai Mbilinyi, MSW, Ph.D.
Readings: Human Rights Watch. December 2003. "Policy Paralysis: a call for action on HIV/AIDS related human rights abuses against women and girls in Africa. www.humanrightswatch.org, pg 1-96.
Week 7: October 20 Gender Violence as a public health issue
Videotape: !BASTA!: The Health Sector Addresses Gender-Based Violence Female Genital Mutilation (FGM) Group Presentation - Creating Alternative Rites of Passage in Kenya
Readings: Pickup text: pg. 96-110
Female Genital Cutting---ICRW 2002 report. www.icrw.org/docs/FGCfinalpdf.pdfPg. 1-39.
"Violence - a global public health problem" in World Report on Violence and Health (2002). World Health Organization: Geneva, Switzerland. Chapter 1 at http://www.who.int/violence_injury_prevention/violence/world_report/en/chap1.pdf
Week 8: October 27 Intervention/Advocacy/Research
Femicide Group Presentation - Mapping the Landscape of Femicide in West Bank &Gaza
Readings: UNIFEM on-line: http://www.unifem.org/index.php?f_page_pid=207Read: "Spreading the Word: Advocacy and Awareness Raising" and "Measuring the Issue: Research Initiatives"
Equality Now Annual Report 2003. http://www.equalitynow.org/english/annualreports/annualreport_en.html
WHO World Report on Violence and Health: Chapter 4. Violence by Intimate Partners http://www.who.int/violence_injury_prevention/violence/global_campaign/en/chap4.pdf
Week 9: November 3 Gendered Governance
State Obligations to End Violence Against Women Group Presentation: Linking Police with Communities in Cambodia Group Presentation: Bringing Gender Equality to the Judiciary in South Asia
Readings: Pickup Textbook: Chapter 4, pg. 111 to 4.2.2 pg. 131, and Chapter 8 and 9 - pg. 262-305
UNIFEM on-line: http://www.unifem.org/index.php?f_page_pid=207Read "Making Commitments: Government Action Plans" , "An Agenda for Moving Forward " and "Recommendations".
United Nations Development Programme. (2003). Women's Political Participation and Good Governance: 21st Century Challenges, http://magnet.undp.org/new/pdf/gender/wpp/women_book.pdf, read pgs 1-79
Week 10: November 10 Sexual Violence and War
Rape as a War Crime Videotape: If Hope Were Enough Group Presentation - Challenging Post-War Violence in Bosnia-Herzegovina Sexual Violence Against Refugees Videotape: Refugees Guest Speaker: American Refugee Committee
Readings: Pickup Textbook, Chapter 4, starting 4.2.2 pg. 131-149
Rehn, E. and E. Johnson Sirleaf. (2002). Women, War and Peace. Read Chapter 1, 2, 3, and 4. http://www.unifem.undp.org/resources/assessment
Note: There is a short assignment dur for next week
Week 11: November 17 Sexual Trafficking of Women
Videotape: Trafficking in Moldova; Ukraine, Oprah videotape on trafficking
Readings: Read all information under the Trafficking of Women, include links on the right side bar, Minnesota Advocates Stop the Violence website: http://www.stopvaw.org/Trafficking__Explore_the_Issue.html
Using the 2004 U.S. Trafficking Report http://www.state.gov/g/tip/rls/tiprpt/2004/, Factbook on Global Sexual Exploitation http://www.catwinternational.org/fb/index.html#abOR at www.protectionproject.org, select Human Rights and then country reports.
Using the above resources prepare a 5 minute synopsis of the trafficking situation of the country you will be doing your final paper on. This information should be included in your final paper.
Week 12: November 24 - No Class
16 Days of Activism: November 25-December 10
Week 13: December 1 Violence and Elderly Women
Violence and the Girl Child Women in Black Vigil---St Paul Student Center Group Presentation: Mobilizing Youth to take Action In Nigeria/Early Marriage Videotape: The Soul Eaters, Oprah videotape on girls
Readings: "Abuse of the elderly" in World Report on Violence and Health (2002). World Health Organization: Geneva, Switzerland. Chapter 5 at http://www.who.int/violence_injury_prevention/violence/global_campaign/en/chap5.pdf
http://www.girlsrights.org/grls.htmread each of the fact sheets at bottom of page.
http://www.unicef.org/voy/meeting/gir/girhome.htmlTake the girl child interactive quiz!
http://www.girlsrights.org/newsletters/nl11/nl11-eng.htmRead the May 2003 newsletter.
Week 14: December 8 Men who are Violent
Videotape: Macho- LRC - HQ1090.7.NS M3x2000 VTSO45 Group Presentation - Moving from Awareness to Responsibility in Honduras
Readings: With An End in Sight, pg. 43-56
Pickup textbook, Chapter 6, pg. 201-228.
Ten Things Men Can Do to End Sexism and Male Violence Against Women, http://www.europrofem.org/06.actio/wrc_rib/ewrc_en/08wrc_en.htm
Week 15: December 15 Final papers due
Course Evaluation Course Wrap-up/Video
Achterberg, A. (1998). Out of the Shadows: the first African Indigenous Women's Conference.The Netherlands Centre for Indigenous Peoples: Amsterdam, the Netherlands.
Afkhami, M., Hemiroff, G.H., &Vaziri, H. (1998) Safe and Secure: Eliminating Violence Against Women and Girls in Muslim Societies.Bethesda, MD: Sisterhood Is Global Institute.
Agosin, M. (Ed) (2001). Women, Gender and Human Rights: a global perspective.New Brunswick, NJ: Rutgers University Press.
Altink, S. (1995). Stolen Lives: trading women into sex and slavery.London, UK:Scarlet Press.
Armstrong, A. (1998). Culture and Choice: lessons from survivors of gender violence in Zimbabwe.Violence Against Women in Zimbabwe Research Project.
Balkin, K. (Ed.) (2004). Violence Against Women: current controversies.Greenhaven Press: Farmington Hills, MI.
Bhasin, Kamla. (2000.) Understanding Gender.New Delhi, India.
Bennett, G. Kingston P. and Penhale, B. (1997. The Dimensions of Elder Abuse: perspectives for practitioners.London, UK: MacMillian Press, Ltd.
Brasileiro, A. M. (1997). Women Against Violence: breaking the silence. Reflecting on experience in Latin American and the Caribbean.United Nations Development Fund for Women (UNIFEM): New York, NY.
Carrillo, R. (1992) Battered Dreams: Violence Against Women as an Obstacle to Development.United Nations Development Fund for Women, New York, NY.
Corrin, C. (1996). Women in a Violent World: feminist analyses and resistance across 'Europe'.Edinburgh, Scotland: Edinburgh University Press.
Clarke, R. (1998). Violence Against Women in the Caribbean: State and Non-State Responses.New York: United Nations Development Fund for Women.
Cook, S. and J. Bessant. (1997). Women's Encounters with Violence: Australian Experiences.Thousand Oaks, CA: Sage Publications.
Davies, M. (Ed.) (1994). Women and Violence: Realities and Responses Worldwide.Highlands, NJ: Zed Books, Ltd.
Dobash, R. E. &R. P. Dobash. (1998). Rethinking Violence Against Women.Thousand Oaks, CA: Sage Publications.
Dobash, R.E. &Dobash, R.P. (1992). Women, Violence &Social Change.New York, NY: Routledge.
Edleson, J. L. and Z. C. Eisikovits. (1996). Future Interventions with Battered Women and Their Families.Thousand Oaks, CA: Sage Publications.
Haddad, Y. Y. and J. L. Esposito. (1998). Islam, Gender and Social Change.Oxford University Press: New York, NY.
Hayward, R. F. (2000). Breaking the Earthenware Jar: lessons from South Asia to end violence against women and girls.United Nations Childrens Fund.
INSTRAW (2000). Engendering the Political Agenda: the role of the state, women's organizations and the international community.United Nations International Research and Training Institute for the Advance of Women: Santo Domingo, Dominican Republic.
Kempadoo, K. and Doezema, J. (1998). Global Sex Workers: rights, resistance and redefinition.New York, NY: Routledge.
Kosberg, J. I. &J. L. Garcia. (1995). Elder Abuse: International and Cross-Cultural Perspectives.New York, NY:The Haworth Press.
Laczko, F. and D. Thompson (Eds.) (2000). Migrant Trafficking and Human Smuggling in Europe: a review of the evidence with case studies from Hungary, Poland and Ukraine.International Organization for Migration: Geneva: Switzerland.
Levanthal, B. &S. E. Lundy (Eds). (1999). Same-Sex Domestic Violence: Strategies for Change.Thousand Oaks, CA: Sage Publications.
Matsui, Y (1999). Women in the New Asia: From Pain to Power.New York, NY: Zed Books Ltd.
McPhedran, M. S. Bazilli, M. Erickson, A. Byrnes. (2000). The First CEDAW Impact Study.The Centre for Feminist Research, York University and the International Women's Rights Project:Toronto, Canada.
Mertus, J., N. Flowers &M. Dutt. (1999). Local Action Global Change: Learning About the Human Rights of Women and Girls.Published by UNIFEM and The Center for Women's Global Leadership.
McGillivary A. &Comaskey, B. (1999). Black Eyes All of the Time; intimate violence, aboriginal women and the justice system.Toronto, Canada: University of Toronto Press.
Nikolic-Ristanovic, V. (2000). Women, Violence and War: wartime victimization of refugees in the Balkans.Central European University Press: Budapest, Hungary.
Pickup, F. with S. Williams and C. Sweetman (2001). Ending Violence Against Women: a challenge for development and humanitarian work.Oxfam GB.
Physicians for Human Rights. (1998). The Taliban's War on Women: a health and human rights crisis for Afghanistan.Physicians for Human Rights:Washington,D.C.
The Right to Live Without Violence: Women's Proposals and Actions.(1996). Latin American and Caribbean Women's Health Network. Santiago, Chile.
Rahman, A. and N. Toubia. (2000). Female Genital Mutilation: a guide to laws and policies worldwide.Zed Books, Ltd: London, UK.
Renzetti, C. M., Edleson, J. L. &Bergen, R. K. (2001). Sourcebook on Violence Against Women.Thousand Oaks, CA: Sage Publications.
Russell, D. E. H. and R.A. Harmes. (2001). Femicide in Global Perspective.New York, NY: Teachers College Press.
Schuler, M. (Ed.) (1992). Freedom From Violence: Women's Strategies From Around the World.New York, NY: UNIFEM
Shepard, M. F. &E. L. Pence (Eds.) (1999). Coordinating Community Responses to Domestic Violence: Lessons from Duluth and Beyond.Thousand Oaks, CA: Sage Publications.
Spindel, C., E. Levy, &M. Conner. (2000). With An End in Sight: Strategies from the UNIFEM Trust Fund to Eliminate Violence Against Women.United Nation Development Fund for Women
Sweetman, C. (Ed.) (1998) Violence Against Women.Oxford, UK: Oxfam GB.
State Responses to Domestic Violence: Current Status and Needed Improvements(1996). The Institute for Women, Law and Development
Strategies for Confronting Domestic Violence: A Resource Manual.(1993). United Nations: New York, NY.
Summers, R. W. and A. M. Hoffman (Eds.). (2002). Domestic Violence: a global view.Greenwood Press:Westport, Connecticut.
Thorbeck S. &B. Pattanaik (Eds). (2002). Transnational Prostitution: changing global patterns.New York, NY: Zed Books.
Van Lieshout, M. (1996). A Woman's World: beyond the headlines.Attic Press and Oxfam: Dublin, Ireland.
Vickers, J. (1993). Women and War.Zed Books, Ltd.: London, UK
United Nations Development Fund for Women - UNIFEM. (2003). Not a Minute More: ending violence against women.UNIFEM :New York, NY
Women, Law &Development International (1998). Gender Violence: The Hidden War Crime.Women, Law &Development International: Washington, D.C.
World Health Organization. (2002). World Report on Violence and Health.World Health Organization: Geneva, Switzerland http://www.who.int/violence_injury_prevention/media/en/582.pdf
World Health Organization. (1998). Female Genital Mutilation: an overview.World Health Organization: Geneva, Switzerland.
Wilson, K. J. (1997). When Violence Begins at Home: a Comprehensive Guide to Understanding and Ending Domestic Abuse.Alameda, CA: Hunter House Inc. Publishers.
Searching the Internet for information on gender violence can be challenging. The following are just a few addresses that will point you toward interesting sites that are considered authoritative sources of gender violence information. For general web-searching I have found www.google.comto be very good. If you have another search engine please share it with the class.
UNIFEM - United Nations Development Fund for Women http://www.unifem.org Information about a wide variety of topics and issues affecting women around the globe. The site describes UNIFEM's regional projects, offers on-line documents about women's human rights.
United Nations Documents: http://www.un.org/publications
The Human Rights of Women: A Reference Guide to Official United Nations Documents http://www1.umn.edu/humanrts/instree/women/engl-wmn.htmlUniversity of Minnesota Human Rights Library.
University of Toronto, Women's Human Rights Site http://www.law-lib.utoronto.ca/Diana/
UN Women Watch http://www.un.org/womenwatch The UN Internet Gateway on the Advancement and Empowerment of Women. Links to Beijing Conference documents, statistics and Commission on the Status of Women meetings.
GenderStats http://www.un.org/womenwatch Online database of gender statistics. Excellent website for gender profile summaries, basic demographic data, etc.
Global Campaign for Women's Human Rights http://www.cwgl.rutgers.edu Campaign coordinated by Center for Women's Global Leadership.
The Global Alliance against Traffic in Women (GAATW). http://www.thai.net/gaatw/ GAATW was formed at the International Workshop on Migration and Traffic in 1980 organized by the Foundation for Women in Chiang Mai, Thailand. Its aim is to ensure that the human rights of trafficked women are respected and protected by authorities and agencies.
RAINBO: Research, Action &Information Network for the Bodily Integrity of Women http://www.rainbo.org This site provides good, basic information about RAINBO's work and their efforts to eradicate female genital mutilation (FGM).
United Nations Office of the High Commissioner for Human Rights http://www.unhchr.ch
International Center for Research on Women http://www.icrw.org/ Excellent research reports in six areas; poverty reduction; HIV/AIDS; reproductive health, social change, adolescence and policy &advocacy.
Gender and Women's Health Website http://www.who.int/gender/ The Department of Gender and Women's Health, World Health Organization is charged with helping WHO's various programs and departments undertake the challenge of integrating gender considerations into their work. It is also responsible for researching and disseminating information on neglected topics directly pertaining to women's health, such as gender-based violence against women. The site includes information on
Gender and Women's Health
Gender mainstreaming
Gender-based violence
Study on Women's Health and Domestic Violence
Gender and HIV/AIDS
Human Rights Internet (international network of human rights organizations and documentation center) http://www.hri.ca/
Human Rights Watch http://www.hrw.org An NGO that monitors and documents human rights conditions across the globe. You should check this website for latest information on your country as you are writing your paper.
Human Rights Web (full text documents and Websites for human rights NGOs) http://www.hrweb.org/
Inter-American Institute of Human Rights http://www.iidh.ed.cr This is an autonomous international organization dedicated to the promotion and protection of human rights in the Americas.
UNICEF organization concerned about the rights and lives of children around the world http://www.unicefusa.org
Save the Children http://www.savethechildren.org
Sisterhood is Global Institute (an international NGO, established in 1984 to improve women's rights at the local, national, regional and global levels) http://www.sigi.org
Amnesty International http://www.amnesty.org
Association for Women's Rights in Development (AWID) http://www.awid.org AWID is an international membership organization connecting, informing and organizing people and organizations committed to achieving gender equality, sustainable development and women's human rights.
End Violence Against Women http://www.endvaw.org Policy documentation, articles and publications, training materials and curriculum, videos, brochures and posters related to violence against women.
Feminist Majority Online http://www.feminist.org
Minnesota Advocates for Human Rights http://www.mnadvocates.org
Minnesota Coalition for Battered Women (MCBW) http://www.mcbw.org
Isis International http://www.isiswomen.org
SAWNET (South Asian Women's NET) http://www.umiacs.umd.edu/users/sawweb/sawnet An interesting aspect of SAWNET is the electronic forum on films and film-makers. Films on a range of controversial issues such as female genital mutilation and domestic violence are reviewed and discussed. An easily-navigable site.
The International Network for Economic, Social and Cultural Rights http://www.escr-net.org The Escr-net.org website is designed to serve as an information-sharing resource for groups and individuals around the world active in advocating for and promoting economic, social and cultural rights. On the site, you will find four interactive, searchable databases of organizations and individuals, projects and activities, case law, and events relevant to economic social and cultural rights.
The Global Gender-Based Violence Program Directory http://www.genderhealth.org This website contains information on individuals, programs and organizations working on gender-based violence and reproductive health throughout the world. The directory was compiled through an ongoing mapping survey as part of a broader program of work under CHANGE's Gender-Based Violence and Reproductive Health Program.
Asian and Pacific Islander Institute on Domestic Violence http://www.apiahf.org/apidvinstitute/E-mail: apidvinst@apiahf.org The mission of APIAHF's Institute on Domestic Violence is to eliminate domestic violence in Asian &Pacific Islander communities by increasing awareness about the extent and depth of the problem; making culturally specific issues visible; strengthening community models of prevention and intervention; identifying and expanding resources; informing and promoting research and policy; and deepening our understanding and analyses of the issues surrounding violence against women.
The Protection Project http://www.protectionproject.org The Protection Project is a legal human rights research institute which documents and disseminates information about the scope of the problem of trafficking in persons, especially women and children, with a focus on national and international laws, case law and implications of trafficking on U.S. and international foreign policy.
Center for Reproductive Law and Policy (CRLP) http://www.crlp.org The Center for Reproductive Law and Policy (CRLP) is a non- profit legal advocacy organization dedicated to promoting and defending women's reproductive rights worldwide.
International Telecommunications Union and Gender http://www.itu.int/gender This part of the International Telecommunications Union site is dedicated to the impact of gender on growth of Internet Communication Technologies (ICT) sector. The site provides a lot of interesting resources and links to gender perspectives on ICT, as well as event listings and official documents.
Stop Violence Against Women--New Website - http://www.stopvaw.org This website is being developed by Minnesota Advocates for Human Rights with the support of UNIFEM, the Open Society Institute and the University of Minnesota Human Rights Center. It is meant to be a tool for the promotion of women's human rights in Central and Eastern Europe (CEE) and the Commonwealth of Independent States (CIS) as it focuses on four forms of violence against women - domestic violence; trafficking in women; sexual assault; and sexual harassment. The STOPVAW site has text in English only and links to Russian materials wherever possible. In the future, the text on this site will be translated into Russian.
