Summary

Quoting Robert Coheen (1969) in his book ‘The Human Nature of a University’\ he writes, “Universities are increasingly in the news today, not only because of student unrest and enlarging campus populations, but also because the role of universities as centers of teaching and research has been getting more pervasive.” This statement holds very true for most of the Universities around the world, including Delhi, India. India has recently introduced the New National Education Policy, 2020.\ Delhi has many prominent central, state, and deemed universities. A huge number of young people including women are enrolled in these universities. It is commonly understood that universities are typically public spaces based on the ideals of universal access and equality. Within the campuses, students and teachers interact freely thus enabling critical thinking and intellectualism. However, if the presence of women students is constantly marked by fear of unforeseen violence then the universities would fail in their discharge of the very important function for which they have been established. It is in this context that the question of violence against women in universities assumes importance. The landmark Saksham report (2013) has demonstrated that women students felt that universities do not take them seriously. Sexual harassment on college campuses has been overlooked as a courtship problem between young adults according to a study (2017). Women from north-east India face further harassment.\ The presentation reflects on women in Institutions of Higher Education (IHE) in Delhi and narrates landmark reports/ incidents since the time of the country’s independence. It discusses the struggles and challenges of women students and how it limits their spirit of freedom/equality in attaining education without fear. The presentation concludes by giving key action points to ensure a safe campus in institutions of higher learning. The presentation is based on primary and secondary research. \ 

Keywords (separate with commas)

University/ Universities, Higher Education, Women, Students, Safe Campus, Delhi, India

Summary

Disasters exacerbate pre-existing social inequity. Gender disparities are a case in point. In Japan, and across the globe, gender inequity persists. When a major disaster strikes, women, who have already been disadvantaged, are disproportionately affected. In what ways can feminist research and practice capture the lived experiences of women and lift and amplify their voices toward social change?\ Following the 2011 Great East Japan Disaster—a triple disaster of massive earthquakes, tsunamis, and nuclear accident at the Fukushima Daiichi Nuclear Power Plant—we initiated a feminist participatory action research project. Using PhotoVoice methodology—a participatory method involving repeated photo-taking, group meetings, and creation of voices (short written messages), the project seeks to insert women’s perspectives to promote more inclusive, gender-informed disaster policies and programs in Japan and beyond.\ Since 2011, across 10 sites, over 65 disaster affected women of diverse sociodemographic backgrounds have co-produced knowledge with researchers and local collaborators. Through their photographs and voices, participants have explicated and exposed various ways in which gendered structural inequity, social norms, and governmental policies and procedures compromised women’s livelihood and safety. They also present their visions for the future, the need for reconstruction grounded in the rights and needs of local residents. Increasingly, members have been participating in social action, obtaining certification and appointment as disaster prevention specialists, running for office and winning, and advocating for policy and institutional changes in various ways.\ Weaving through photographs and voices of project participants, this presentation discusses the gender dimensions of the disasters. While exposing the long-lasting impact of the disaster and radioactive contamination, the presentation will engage the session audience in visioning disaster resilient society and gender equity.\ 

Keywords (separate with commas)

gender inequity, feminist participatory action research, disaster response and reconstruction, PhotoVoice, earthquake, tsunami, nuclear accident, Japan, disaster resilient society

Summary

In their seminal publication, Cross, Bazron, Dennis, and Issacs (1989) noted that cultural competence comprises a congruent set of skills, behaviors, attitudes, and policies that coalesce within a system, agency, or among professionals, enabling them to effectively operate in cross-cultural contexts.\ They further noted that the ethical dimension of cultural competence underscores the interplay between social work ethics and the training of social work students. It is therefore evident that the social work educational system holds the responsibility of preparing future change agents.\ \ This study, being the first of its kind, was designed to measure cultural competence associated with the training of social work student interns at two academic institutions:\ \ one in the United States of America and the other in Guyana, South America. Focus was placed on a comparison of cross-cultural relationships and a cultural match between social work student interns and supervisors with regard to the supervisory relationship, from the perspective of the student interns.\ \ Palomo and colleagues’ (2010) Supervisory Relationship Questionnaire (SRQ), was used to analyze student ratings on the following six subscales:\ \ safe base, structure, reflective education, commitment, role model, and formative feedback. The SRQ was utilised as a means of seeking to determine the degree to which cross-cultural supervision maintained cultural competence for the student intern training experience, compared to supervision that was of a cultural match.\ \ As culturally competent social work supervisors, social work (SW) student training needs to demonstrate the gold standard, making sure the experience exemplifies standards promoted in the profession.\ \ Recommendations on how SW programs worldwide can monitor internship placements as a means of promoting culturally competent learning will be presented.

Keywords (separate with commas)

social work education, cultural competency, social work training, social work supervision, social work practice, diversity

Summary

"Domestic violence in Black communities is under-studied, under-theorized and under-resourced, which creates a lack of knowledge on how violence is experienced in Black communities. However, existing research shows that Black women are disproportionately affected by domestic violence (DV). While Black men play a vital role in disrupting and eradicating violence against Black women, there is limited research and practice interventions that engage them in identifying their roles in DV prevention and intervention. The Fostering Violence Prevention for Black Women, Families, and Communities is a four-year project aimed at DV prevention and intervention in Black communities. Guided by critical race theory, this study engages Black front-line workers, members of Black communities and community partners to ascertain best practices to advance knowledge, promote community engagement, enhance leadership capacity, and foster well-being for Black communities in Canada. This workshop is based on the findings of Phase I of the project which revealed the complex barriers in addressing and reporting DV. Results show that Black communities in Canada have used different expressions to define DV, relating it more to its physicality than its generic, Eurocentric definition. The diverse conceptualizations of DV may pose some challenges for service providers who have limited knowledge or no experience working with Black communities. This workshop will identify some of the root causes of DV in Black communities, effects of historical and racial trauma and issues reporting DV. Attendees will leave the session with a better understanding of the diverse conceptualizations of DV in Black communities, learn some of the ways in which they can mobilize knowledge around and about DV in Black communities and how best to support Black individuals affected by DV. This workshop will increase social development in the field of DV and equip social workers with tools to better support Black women survivors of DV."\ 

Keywords (separate with commas)

domestic violence, anti-racism, anti-Black racism, equity diversity and inclusion\