Michael Flood
There is great interest these days in the role that men can play in building gender equality. Beginning perhaps in the mid-1990s, we’ve seen a significant increase in attention to men’s roles in building gender equality. This was signalled by various developments.
Consent education among young people is an important strategy for the prevention and reduction of sexual violence. Consent education is one form of ‘respectful relationships’ or ‘healthy relationships’ education, and there is a wealth of research on effective practice in this field.
In this article, I cover three areas:
How do men respond to women’s rejections of them, including sexual rejections? While most respond in appropriate ways, some respond with hostility and abuse, and this is shaped by common norms of masculinity and male sexuality.
There was substantial media attention in mid-March to the reactions of right-wing media personality Piers Morgan to member of the British royal family and former actress Megan Markle. I was approached to give media commentary, and put together the following notes.
Sexual consent comprises an agreement to participate in a specific sexual activity. It involves feeling safe, respected, comfortable, enthusiastic, informed, and self-determined. For consent to be genuine, it must be given freely and voluntarily. Consent must be active and demonstrated throughout the whole sexual encounter (RASARA, 2021, pp. 1-2).
Note: A version of this text now has been published as a Briefing Paper from the QUT Centre for Justice, here.
Much of the work to engage men in preventing violence against women across the globe is profeminist — it is informed by feminist perspectives and done by or in collaboration with women and women’s organisations. Men involved in this work typically are expected to support feminism and to be accountable to women and feminism. But which feminism should profeminist men support? There has been relatively little discussion of this question in the ‘engaging men’ field.