Teaching for social change: introducing ‘scrapbooking’ as a pedagogic approach towards ending gender-based violence

Authors:
Rosa Walling-Wefelmeyer Durham University, UK

Search for other papers by Rosa Walling-Wefelmeyer in
Current site
Google Scholar
Close
,
Kelly Johnson Durham University, UK

Search for other papers by Kelly Johnson in
Current site
Google Scholar
Close
,
Nicole Westmarland Durham University, UK

Search for other papers by Nicole Westmarland in
Current site
Google Scholar
Close
,
Alishya Dhir Durham University, UK

Search for other papers by Alishya Dhir in
Current site
Google Scholar
Close
, and
Asha Lyons Sumroy Independent Researcher, UK

Search for other papers by Asha Lyons Sumroy in
Current site
Google Scholar
Close
Restricted access
Get eTOC alerts
Rights and permissions Cite this article

This article introduces and evaluates ‘scrapbooking’ as a critical pedagogic approach to gender-based violence (GBV). This approach is inspired by the rapid development of conceptual and methodological tools for researching violence and abuse and the need for their translation into transformative teaching. Drawing on a feminist methodology of ‘research conversations’, but original in its development of ‘pedagogic conversations’, this research advocates further empirical attention to GBV teaching and presents its own four ‘lessons learnt’ from experimenting with scrapbooking. Scrapbooking is argued to facilitate not only the translation of GBV research into teaching, but also affective and embodied consciousness-raising and continuum-thinking in both students and tutors.

  • Acton, K. and Huijg, D.D. (2020) Relaxed pedagogy: relaxing teaching and learning in the university, 10 September, https://postpandemicuniversity.net/2020/09/10/relaxed-pedagogy-relaxing-teaching-and-learning-in-the-university/.

    • Search Google Scholar
    • Export Citation
  • Adler, P.A., Adler, P. and Fontana, A. (1987) Everyday life sociology, Annual Review of Sociology, 13: 21735. doi: 10.1146/annurev.so.13.080187.001245

    • Search Google Scholar
    • Export Citation
  • Ahmed, S. (2010) Feminist killjoys (and other willful subjects), Polyphonic Feminisms: Acting in Concert, 8(3), https://sfonline.barnard.edu/polyphonic/ahmed_01.htm.

    • Search Google Scholar
    • Export Citation
  • Ahmed, S. (2014) White men, feministkilljoys, 4 November, https://feministkilljoys.com/2014/11/04/white-men/.

  • Ahmed, S. (2017) Living A Feminist Life, London: Duke University Press.

  • Boler, M. (1999) Feeling Power: Emotions and Education, New York: Routledge.

  • Boyle, K. (2019) What’s in a name? Theorising the inter-relationships of gender and violence, Feminist Theory, 20(1): 1936. doi: 10.1177/1464700118754957

    • Search Google Scholar
    • Export Citation
  • Bragg, S. and Buckingham, D. (2008) ‘Scrapbooks’ as a resource in media research with young people, in P. Thomson (ed) Doing Visual Research with Children and Young People, Abingdon: Routledge, pp 11431.

    • Search Google Scholar
    • Export Citation
  • Brison, S.J. (2002) Aftermath: Violence and the Remaking of a Self, Princeton, NJ: Princeton University Press.

  • Brown, M. (2020) Weird and wonderful ways to get through the Covid-19 lockdown, The Guardian, 23 March, https://www.theguardian.com/world/2020/mar/23/weird-and-wonderful-ways-to-get-through-the-covid-19-lockdown.

    • Search Google Scholar
    • Export Citation
  • Campbell, R., Adams, A.E., Wasco, S.M., Ahrens, C.E. and Sefl, T. (2010) ‘What has it been like for you to talk with me today?’: the impact of participating in interview research on rape survivors, Violence Against Women, 16(1): 6083. doi: 10.1177/1077801209353576

    • Search Google Scholar
    • Export Citation
  • Christensen, D.E. (2011) ‘Look at us now!’: scrapbooking, regimes of value, and the risks of (auto)ethnography, The Journal of American Folklore, 124(493): 175210. doi: 10.5406/jamerfolk.124.493.0175

    • Search Google Scholar
    • Export Citation
  • Christensen, M.C., Caswell, C. and Trout, I.Y. (2020) A constructivist examination of using photovoice as a teaching method with MSW students and involving the larger community, Social Work Education, Online. doi: 10.1080/02615479.2020.1858046

    • Search Google Scholar
    • Export Citation
  • Collins, P.H. (2019) Intersectionality as Critical Social Theory, London: Duke University Press.

  • Connelly, L. and Joseph-Salisbury, R. (2019) Teaching Grenfell: the role of emotions in teaching and learning for social change, Sociology, 53(6): 102642. doi: 10.1177/0038038519841826

    • Search Google Scholar
    • Export Citation
  • Crenshaw, K. (1991) Mapping the margins: intersectionality, identity politics and violence against women of colour, Stanford Law Review, 43(6): 124199. doi: 10.2307/1229039

    • Search Google Scholar
    • Export Citation
  • Crenshaw, K. (2016) The urgency of intersectionality, TED Talk, October, https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en#t-69534.

    • Search Google Scholar
    • Export Citation
  • Curato, N. (2013) Sociological reading of classical sociological theory, Philippine Sociological Review, 61(2): 26587.

  • Danowitz, M.A. and Tuitt, F. (2011) Enacting inclusivity through engaged pedagogy: a higher education perspective, Equity & Excellence in Education, 44(1): 4056.

    • Search Google Scholar
    • Export Citation
  • Desyllas, M.C. and Sinclair, A. (2014) Zine-making as a pedagogical tool for transformative learning in social work education, Social Work Education, 33(3): 296316. doi: 10.1080/02615479.2013.805194

    • Search Google Scholar
    • Export Citation
  • Donovan, C. and Barnes, R. (2020) Queering Narratives of Domestic Violence and Abuse: Victims and/or Perpetrators?, London: Palgrave Pivot.

    • Search Google Scholar
    • Export Citation
  • Downes, J., Kelly, L. and Westmarland, N. (2014) Ethics in violence and abuse research – a positive empowerment approach, Sociological Research Online, 19(1), http://www.socresonline.org.uk/19/1/2.html. doi: 10.5153/sro.3140

    • Search Google Scholar
    • Export Citation
  • Fahs, B. (2011) Breaking body hair boundaries: classroom exercises for challenging social constructions of the body and sexuality, Feminism & Psychology, 22(4): 482506. doi: 10.1177/0959353511427293

    • Search Google Scholar
    • Export Citation
  • Firth, R. and Robinson, A. (2016) For a revival of feminist Consciousness-raising: horizontal transformation of epistemologies and transgression of neoliberal TimeSpace, Gender and Education, 28(3): 116. doi: 10.1080/09540253.2015.1105934

    • Search Google Scholar
    • Export Citation
  • Formenti, L. and Jorio, F. (2019) Multiple visions, multiple voices: a dialogic methodology for teaching in higher education, Journal of Transformative Education, 17(3): 20827. doi: 10.1177/1541344618796761

    • Search Google Scholar
    • Export Citation
  • Freire, P. (2005) Pedagogy of the Oppressed, London: Continuum.

  • Gates, T.G., Bennett, B. and Baines, D. (2021) Strengthening critical allyship in social work education: opportunities in the context of #BlackLivesMatter and COVID-19, Social Work Education, Online. doi: 10.1080/02615479.2021.1972961

    • Search Google Scholar
    • Export Citation
  • Harland, T., McLean, A., Wass, R., Miller, E. and Sim, K.N. (2015) An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship, Assessment & Evaluation in Higher Education, 40(4): 52841.

    • Search Google Scholar
    • Export Citation
  • Highmore, B. (2011) Ordinary Lives: Studies in the Everyday, Abingdon: Routledge.

  • Hochschild, A. (1979) Emotion work, feeling rules, and social structure, American Journal of Sociology, 85(3): 55175. doi: 10.1086/227049

    • Search Google Scholar
    • Export Citation
  • Holmes, M. (2010) The emotionalization of reflexivity, Sociology, 44(1): 13954. doi: 10.1177/0038038509351616

  • hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom, London: Routledge.

  • Kelly, L. (1988) Surviving Sexual Violence, Cambridge: Polity Press.

  • Lange, E. (2015) The ecology of transformative learning: transdisciplinary provocations, Journal of Transformative Learning, 3(1): 2834.

    • Search Google Scholar
    • Export Citation
  • Lange, E.A. (2018) Transforming transformative education through ontologies of relationality, Journal of Transformative Education,16(4): 280301. doi: 10.1177/1541344618786452

    • Search Google Scholar
    • Export Citation
  • Lewis, R. and Marine, S. (eds) (2019) Transforming campus cultures: activism to end gender-based violence, Special Issue, Violence Against Women, 25(11):1283–1387. doi: 10.1177/1077801219844598

    • Search Google Scholar
    • Export Citation
  • McQueeney, K. (2016) Teaching domestic violence in the new millennium: intersectionality as a framework for social change, Violence Against Women, 22(12): 146375. doi: 10.1177/1077801215626808

    • Search Google Scholar
    • Export Citation
  • Meier, J. (2016) Teaching lawyering with heart in the George Washington University law school Domestic Violence Project, Violence Against Women, 22(12): 148495. doi: 10.1177/1077801215626809

    • Search Google Scholar
    • Export Citation
  • Nikitina, S. (2006) Three strategies for interdisciplinary teaching: contextualizing, conceptualizing, and problem‐centring, Journal of Curriculum Studies, 38(3): 25171. doi: 10.1080/00220270500422632

    • Search Google Scholar
    • Export Citation
  • Patterson, J. (ed) (2016) Queerying Sexual Violence: Radical Voices from Within the Anti-Violence Movement, Riverdale, NY: Riverdale Avenue Books.

    • Search Google Scholar
    • Export Citation
  • Phipps, A. and Young, I. (2015) Neoliberalisation and ‘lad cultures’ in higher education, Sociology, 49(2): 30522. doi: 10.1177/0038038514542120

    • Search Google Scholar
    • Export Citation
  • Renold, E. (2018) ‘Feel what I feel’: making da(r)ta with teen girls for creative activisms on how sexual violence matters, Journal of Gender Studies, 27(1): 3755. doi: 10.1080/09589236.2017.1296352

    • Search Google Scholar
    • Export Citation
  • Roose, K. (2018) TikTok, a Chinese video app, brings fun back to social media, The New York Times, 8 December, https://www.nytimes.com/2018/12/03/technology/tiktok-a-chinese-video-app-brings-fun-back-to-social-media.html.

    • Search Google Scholar
    • Export Citation
  • Rose, N. (1999) Governing the Soul: The Shaping of the Private Self, London and New York: Free Association Books.

  • Searle, M., Ahn, C., Fels, L. and Carbone, K. (2021) Illuminating transformative learning/assessment: infusing creativity, reciprocity, and care into higher education, Journal of Transformative Education, 19(4): 33965. doi: 10.1177/15413446211045160

    • Search Google Scholar
    • Export Citation
  • Venäläinen, S. (2020) ‘What about men?’: ideological dilemmas in online discussions about intimate partner violence committed by women, Feminism & Psychology, 30(4): 46988.

    • Search Google Scholar
    • Export Citation
  • Vera-Gray, F. (2020) ‘The whole place self’: reflecting on the original working practices of rape crisis, Journal of Gender-based Violence, 4(1): 5972. doi: 10.1332/239868019X15682997635986

    • Search Google Scholar
    • Export Citation
  • Walby, S. (2012) Violence and society: introduction to an emerging field of sociology, Current Sociology, 61(2): 95111. doi: 10.1177/0011392112456478

    • Search Google Scholar
    • Export Citation
  • Walker, J. and Palacios, C. (2016) A pedagogy of emotion in teaching about social movement learning, Teaching in Higher Education, 21(2): 17590. doi: 10.1080/13562517.2015.1136280

    • Search Google Scholar
    • Export Citation
  • Walling-Wefelmeyer, R. (2019) Scrapbooking men’s intrusions: ‘It’s nice to have a place where you can rant about things that people normally tell you you’re over-reacting about’, Women’s Studies International Forum, 75. https://www.sciencedirect.com/science/article/pii/S0277539519300615. doi: 10.1016/j.wsif.2019.102242

    • Search Google Scholar
    • Export Citation
  • Walling-Wefelmeyer, R. (2021) The methodological potential of scrapbooking: theory, application, and evaluation, Sociological Research Online, 26(1): 326. doi: 10.1177/1360780420909128

    • Search Google Scholar
    • Export Citation
  • Walling-Wefelmeyer, R. (2022) Scrapbooking the Everyday Scaffolding of Sexual Violence: Making Sense of ‘Rape Culture’, PhD Thesis, Durham: Durham University.

    • Search Google Scholar
    • Export Citation
  • Wandera, D.B. (2016) Teaching poetry through collaborative art: an analysis of multimodal ensembles for transformative learning, Journal of Transformative Education, 14(4): 30526. doi: 10.1177/1541344616650749

    • Search Google Scholar
    • Export Citation
  • Westmarland, N. (2001) The quantitative/qualitative debate and feminist research: a subjective view of objectivity, Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 2(1), https://www.qualitative-research.net/index.php/fqs/article/view/974/2124.

    • Search Google Scholar
    • Export Citation
Rosa Walling-Wefelmeyer Durham University, UK

Search for other papers by Rosa Walling-Wefelmeyer in
Current site
Google Scholar
Close
,
Kelly Johnson Durham University, UK

Search for other papers by Kelly Johnson in
Current site
Google Scholar
Close
,
Nicole Westmarland Durham University, UK

Search for other papers by Nicole Westmarland in
Current site
Google Scholar
Close
,
Alishya Dhir Durham University, UK

Search for other papers by Alishya Dhir in
Current site
Google Scholar
Close
, and
Asha Lyons Sumroy Independent Researcher, UK

Search for other papers by Asha Lyons Sumroy in
Current site
Google Scholar
Close

Content Metrics

May 2022 onwards Past Year Past 30 Days
Abstract Views 1197 561 22
Full Text Views 644 34 0
PDF Downloads 378 49 0

Altmetrics

Dimensions