Feminism brings a focused and specialised perspective to discussions of social justice. It focuses specifically on women’s interests, experiences and concerns. In this respect, the feminist movement seeks to bring to light gendered issues that are overlooked or underemphasised within mainstream debates. Another way of putting this is that feminism is gynocentric: it is a response to the androcentrism of mainstream culture, including prevailing views of justice and fairness.
Articles
I have become increasingly disturbed by an ongoing pattern of wanton, arrogant and in some cases, downright hostile behavior that has been directed toward Black women. Yes, I am male but I am also a feminist and strongly support the belief that our female sisters deserve as much dignity as we do. Having the XY chromosome does not allow anyone the right to “act the fool” toward or oppress those with a XX chromosome.
Eleven male business leaders from a group called the Male Champions of Change have devised this best practice guide of strategies to assist large organisations to increase the number of women in leadership roles.
The Male Champions of Change, convened by Sex Discrimination Commissioner Elizabeth Broderick, are committed to discussing and promoting strategies and actions that elevate women’s representation in leadership.
'Because I am a Girl: The State of the World’s Girls 2011 - So, what about boys?' is the fifth in a series of annual reports published by Plan examining the rights of girls throughout their childhood, adolescence and as young women.
The report shows that far from being an issue just for women and girls, gender is also about boys and men, and that this needs to be better understood if we are going to have a positive impact on societies and economies.
The victims of violence often are male. This is true in particular of collective, public forms of violence (in wars, political conflicts, street and gang violence). For example, in areas of political conflict such as Palestine or Northern Ireland, young men have a greater exposure to and participation in violence than young women (Reilly et al. 2004). However, males also comprise a significant proportion of the victims of violence in relationships and families. The perpetrators of these diverse forms of violence also are predominantly male.
Both 9/11 and domestic murders have claimed thousands of lives. Over 3000 victims were killed in the September 11 attacks - about 2000 victims/year are killed in the United States by their intimate partners. Both were results of terrorist attacks - 9/11 from Al Quaeda, domestic murder from "domestic terrorists." Both kinds of terrorists use fear, violence and intimidation to get what they want. But Al Quaeda terrorists are vilified, while domestic terrorists are often called "pillars of the community."
Efforts to prevent sexual violence against women and girls now increasingly take as given that they must engage men and boys. The theatre-based intervention described in the previous issue of Feminism & Psychology (Rich, 2010) is one of a wave of programmes and strategies focused on males. Using that intervention as a springboard, this article asks: why should we engage men and boys in preventing violence against women, what strategies are under way and do they work? Educational interventions among males often invite them to become active or pro-social bystanders, taking action to stop the perpetration of specific incidents of violence, reduce the risks of violence escalating and strengthen the conditions that work against violence occurring (Powell, 2010: 6–7). However, engaging men in challenging rape-supportive norms and behaviours is hard work. This article concludes by discussing the barriers to, and supports for, men’s bystander interventions.
When men participate as students in Women’s and Gender Studies (WGS) classrooms, they undergo feminist change. They adopt more progressive understandings of gender, show greater support for feminism, and increase their involvement in antisexist activism. Male students in WGS classrooms benefit to the same degree as female students, showing similar levels of change, although they start with poorer attitudes and thus the gap between them and their female peers persists. At the same time, male students’ presence highlights critical challenges to feminist pedagogy: gendered patterns of interaction, resistance to feminist teaching, and limitations on women’s critical reflections on personal experience. When men teach WGS, typically they are ‘‘graded up’’—evaluated by students as less biased and more competent than female professors. Male professors face distinct dilemmas in teaching about gender inequality from a position of privilege. Yet, like male students, they can adopt traitorous and antipatriarchal social locations and standpoints, developing pedagogies for and by the privileged.
This XY special collection brings together a range of critiques of 'fathers' rights' groups - anti-feminist men's groups focused on issues of family law, fathering, and other areas. Such groups overlap with 'men's rights' groups. Flood's chapter "What's wrong with fathers' rights?" provides a short introduction, while other other pieces provide more detailed commentary. See the end of this page for the pieces, in PDF. The collection includes the following pieces:
1. I can receive praise or acknowledgement for doing the same or similar work as female colleagues, who will not receive similar praise or acknowledgement.
2. My odds of being hired for a job, when competing against female applicants, are probably skewed in my favor. The more prestigious the job, the larger the odds are skewed.
3. I can have very little experience but still be pushed (or pulled) into visible leadership positions.
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