What is violence?

Home: K to 12: Respect Protect Connect Program: Information for educators

This is an extract from the Respect Protect Connect workshop manual, by Timothy O'Leary and Russell Pratt.

Violence is best seen as a continuum of aggressive behaviours, rather than as isolated acts. All types of violence have the following distinct characteristics:

• The violence is unwanted, and uninvited;
• It causes physical, sexual and/or psychological damage to the victim;
• It frightens, disempowers and controls the victim;
• It is against the law.

Violence is a way of frightening, hurting and controlling another person. Violence is never the victim's fault.

1.2.1: Socially constructed violence

When thinking about violence, it is useful to consider how:

• Violence is socially constructed;
• It is individually willed, and;
• There is nothing about men that makes violence automatic and unavoidable (Pease, 1997).

Notions such as:
"An eye for an eye"
"Vengeance is sweet"
"It's not OK to hit a girl"
are examples of socially constructed violence. Whilst many people may agree with the above statements, upon testing, these social constructions have no basis in fact. What is so sweet about vengeance? If it's not OK to hit a girl, does that mean it's OK to hit a boy?

The same social constructions we use to describe males (strong, silent, tough) and females (sweet, weak, nurturing) also inform how we construct socially acceptable violence. It takes away choice and individual difference. For example, the majority of males choose to live non-violent lives. There are gentle people, but they are both male and female (and what is weak anyway? Is it moral, physical, or emotional?). Social constructions are just that - constructions based on stereotypes of the way we want people to be. They are not factual, and they can be changed.

Once we accept that part of the problem is the way that violence is socially constructed, then all of us become part of a solution by taking a stand. This stand is not only against violence, but also against the social constructions of violence and gender - that is, finding life-affirming ways of being men and women.

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1.2.2: Gender and violence

Violence against women will stop when a climate is developed in Victoria where all members of the community are intolerant of violence against women, understand that there are no excuses for violence against women and recognise that all forms of physical and sexual violence are criminal acts. (Victorian Community Council Against Violence, 1996)

Society's view of appropriate masculine and feminine behaviours are still largely based on entrenched cultural beliefs about what it means to be male or female. These cultural beliefs and attitudes have resulted in stereotypes which prescribe a narrow set of roles, attitudes and behaviours for both men and women. However unrealistic these stereotypes may be, in many areas of society they are still firmly entrenched.

Men are stereotyped as being naturally tough, less emotional, more rational, and innately aggressive. Women are stereotyped as being more emotional, less rational, dependent, indecisive, sensitive, impractical, and weak.

It is not, therefore, surprising that men's traditional roles have included being politicians, lawyers, soldiers, kings, builders, hunters, and providers. Women's roles have included such activities as sewing, cooking, mothering, nurturing, and cleaning. A consequence of these distinct and separate roles is that women have been largely excluded from the areas of greatest power and influence in society. In 1995 only 16 women were elected to the House of Representatives, compared to 833 men. There are only 56 women among Australia's 532 judges and magistrates (DEET, 1995). Although 36 of the 179 judges and magistrates in Victorian courts are women, 26 of those are in the lowest level of the judiciary hierarchy. Only 6% of Senior Counsels and Queen's Counsels are women.

According to these stereotypes, a 'real man' is not gay, does not show emotion, or back down from a fight; and a 'real lady' does not work as a carpenter or 'knock back a beer'.

Read the following list of roles:
Manager
Stay-home parent
Single parent
Nurse
Judge
Truckie
Plumber
Victim
Secretary
Aggressor
Attacker
Cook
Boss
Prostitute

Did you find yourself assigning gender to each role? This is a small example of socially constructed gender representations.

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1.2.3: Men using violence

Violence by men against women can be seen as a product of an unequal society where women are under-represented in areas of influence, mirroring the inequality in the relationship between victim and offender.

A man who is frustrated, stressed out, has low self esteem, has been a victim of sexual/physical abuse when he was younger, or hates 'wogs/Anglos/Asians/gays/lesbians/his girlfriend's nagging', will experience added stress, frustration, guilt, shame and low self-esteem when faced with a criminal charge, a suspension, an intervention order, a jail term, a fine, or a community based order.

Offenders also face the likelihood of being sued for damages (pain and suffering) through civil proceedings, for example the OJ Simpson civil trial in the United States. Recent changes to crimes compensation laws in Victoria may lead to survivors of violence pursuing civil actions against offenders. Offenders also suffer physical and psychological effects from violence, even if they 'win' the fight. Of 102 Queensland patients who received treatment for fighting, seven required amputations, and four needed skin grafts as a result of contact with the victims' teeth (Welsh, 1997). Others later experience shame and guilt when confronted with the destructive impact of their violence.

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1.2.4: The effects of violence

Violence affects a person's physical, emotional, mental and spiritual wellbeing.

The physical effects may include tissue damage, organ damage, bone fractures and breakages, nervous system and neurological damage.

The psychological effects of trauma may include depression, feelings of shame, self blame, anger, fear, lowering of self esteem, behavioural problems involving decreased ability to trust, agoraphobia, substance abuse, eating disorders, sexual trauma, and suicide.

Death, shortening of life expectancy, and disability are other potential, and sometimes actual, outcomes of violence.

It is important to be very specific about the body and its vulnerability to serious damage from violence. This may include discussing the dangers of violence to the face such as broken jaws, broken noses, concussion, and brain damage. When a person is on the ground and being kicked, damage to the front of the body can include injury to various organs. After the fight between Joe Frazier and Mohamed Ali in Manila ('The Thriller in Manila'), both were reported to have urinated blood for days after, due to kidney damage and internal bleeding. Kicking to the back can cause severe bruising, spinal and nervous system damage. It is harder to glorify violence with the image of a toilet bowl full of blood.

The consequences of violence are very real and very damaging, but many young men are caught up in a sense of denial and indestructibility. Graphic descriptions often bring the reality of violence home to all the students. (It is useful to make a point of saying to young men that here, within the group, is a good place to decide where they stand about violence - not 10 seconds after someone has called them a 'faggot' and said 'have a go').

A recent case ("Sentence Reflects a Life Was Taken: Gay Partner". The Age, 5/8/00, p.1) in which two young men bashed another man to death in a Melbourne park illustrates this point clearly. The consequences of their actions can only be described as disastrous for those involved - one man lost his life, two men lost their freedom for several years. The families of all involved lost an important part of their lives. Sadly, the expectations of their gender, and the lack of insight into the consequences of this brutal violence changed what could have been a quickly resolved misunderstanding into a deadly event.

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1.2.5: Racism and violence

Racism increases the risk of violence for certain groups. Principles of tolerance, respect, and understanding, which are key aspects of any equal relationship, are lost when one race is judged to be inferior to another.

Racism against Aborigines and Torres Strait Islanders, or against Australians of various cultural backgrounds, is against federal and state laws, and contravenes the United Nations Universal Declaration on Human Rights.

Between 1997 and 1998, reports alleging racial bullying in the workplace rose 49% and comprised 12% of the total complaints to the Victorian EOC. (Shmerling, The Age, 12.12.98)

Respect:

The Racial Hatred Act 1995 is an extension of the Racial Discrimination Act 1975 and, in line with the United Nations' Universal Declaration on Human Rights, reflects the equal value of all human life, regardless of race, colour, religion, nationality, sexuality, or class.

Protect:

Respond to racial incidents with care and protection of victims and educative intervention of the offending party. See 'Activity 9: Racism'

Connect:

Bring cultural diversity into the school and youth service. Contact the Migrant Resource Centre on: 9706 8933

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1.2.6: Homophobia and violence

Shame is a controlling device; shaming someone is an attempt to prevent the person from behaving in a way that embarrasses us (Cameron, 1995).

Homophobia is a term used to describe fear of homosexuals. Common put-downs for boys at school are labels such as poof, fag, queer, homo, woos, sissy, girl, or wimp. Many of these insults imply that it is shameful for boys not to be tough and that any supposedly 'feminine' traits are a sign of weakness.

It is no surprise that what is called 'poofy' (like ballet, for example - see the film 'Billy Elliot') may also be called 'woosy', or 'girly'. In a broader sense, it reflects the devaluing of anything that is seen as unmanly. It also devalues everyone's ability to be thoughtful, sensitive, gentle and emotional.

As stated earlier, homophobia is an issue that affects all men, not just gay and bi-sexual men.

Homophobia:

• Shames, isolates and victimises gay men;
• Prevents all men from questioning and rejecting masculinities that are damaging to their health and wellbeing. For many men expressing emotions, seeking help, being health conscious, or backing down from a fight, still seems gay or 'woosy';
• Silences the one in ten men who have been sexually abused who fear being misunderstood, and branded gay if they disclose their experience of forced sex with another male. This shame is heightened for many male survivors who experience arousal during the assault. These men may turn to drug abuse or commit suicide before learning that arousal reflects stimulation, not consent;
• Ensures that, when the word 'poofter' is volleyed around the workplace or playground, it condemns the abused man, the not coping man and the gay or bi-sexual man, to continue wearing a mask over their feelings and needs;
• Prevents us from acknowledging that one in ten of us have been sexually abused or are gay.

Schools need to develop policies and strategies that challenge homophobia. Sex education curricula should also acknowledge the sexual diversity of and sexual experimentation by young people.

In essence, homophobic violence acts as a form of surveillance to control and keep masculinity within a perceived heterosexual image (Trudinger, Boyd & Melrose, 1998). Thus, it also serves to stifle any conversation regarding the shared dilemma of masking one's needs, anxieties, fears and regrets.

Although many religions oppose homosexuality, challenging homophobia is about standing up against persecution, and does not imply approval of homosexuality. Rather it implies an ethical stance against violence.

Respect:

"Boringly enough, I think I am quite a good man. I respect and uphold the human rights of others. I do not think it is too much to expect that others will respect my human dignity for who I am."
(High Court Judge, Justice Michael Kirby.)

Protect:

The Anti-Violence Project of Victoria
Website: http://antiviolence.info/

Connect:

Writing Themselves In is the name of the report by Hillier, Dempsey, Harrison, Beale, Matthews and Rosenthal (1998) on the issues faced by same-sex attracted youth (SSAY). It is available from The Australian Research Centre in Sex, Health and Society. Web: http://www.latrobe.edu.au/arcshs/.
BOYANT: A group for young gay men. "It's free, confidential and there for you".

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1.2.7: Disability and violence

Psychiatric, intellectual and physical disabilities can also place people at greater risk of violence. Prejudice may mean that a person with an intellectual or psychiatric disability is not believed when reporting violence.

Respect:

Encourage young people to see the person, not just the disability.

Protect:

Young disabled people must be made aware of their rights and support services. Ring SECASA to purchase a copy of the Sexual Assault and Intellectual Disability Video and CD ROM Kit. Ph. 9928 8741.

Connect:

Information about the rights of people with disabilities is available from the Disability Services Unit of Family Planning Victoria and from the Human Rights and Equal Opportunity Commission.

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1.2.8: Deafness, blindness and vulnerability

Some people see deaf and blind people as easy targets. Often they will not be able to hear or see their attacker's approach. About 90% of young deaf men grow up in hearing families where many family members are not proficient in Auslan, the Australian sign language. As a result, young deaf men often miss the conversations about life that occur around family dinner tables, and the subtle nuances that rely on the tone and timing of words to convey their true meaning.

Respect:

English is a second language for the deaf, Call Victorian Interpreting and Translation Service (VITS) for interpreters.

Protect:

'Stop Violence Against Deaf' is a pamphlet for deaf survivors of violence.

Connect:

For pamphlets and support contact Vicdeaf.

Sponsor

SECASA

Disclaimer Copyright Updated: 21 Sep 2009