Start Date: October 1 2023
End Date: August 30 2025
Funding Source: Social Sciences and Humanities Research Council of Canada
Principal Investigator: Catherine Vanner
Co-Investigators: Claudia Mitchell
Research Assistants: Allison Holloway, Yasmeen Shahzadeh, Salsabel Almanssori
Collaborating Institutions: McGill University
This Research Project interviewed 15 teachers from 5 provinces about their experiences teaching about gender-based violence issues. Issues they spoke to included sexual assault, missing and murdered Indigenous women, girls and Two Spirit people, the Montreal Polytechnique massacre, consent, and rape culture. After the interviews, teachers came together in a participatory workshop to analyze data and identify recommendations from the project, including building new teaching resources and opportunities to connect with other educators. The project also brought together groups of adolescents in three provinces to share their recommendations responding to the prompt: “What do you want your teachers to know when teaching about gender-based violence?” Their answers spoke to the importance of strong relationships with teachers and among students, addressing gender-based violence wholistically, providing opportunities for student leadership, and concrete strategies to prevent and respond to GBV in their own lives.
-
Academics Articles
-
Education Magazines
-
News Media
- Teaching about Missing and Murdered Indigenous Women, Girls, and 2SLGBTQQIA People
(Project: Time to Teach About GBV)
Vanner, C., Goyeau, J., Logan, M., Ryan, K., Weenie, A., & Mitchell, C. (2024). Canadian Journal of Education, 47(1).
Access Article - “The Whole Truth: Student Perspectives on How Canadian Teachers Should Teach About Gender-Based Violence”
(Project: Time to Teach About GBV)
Vanner, C., & Almanssori, S. (2024). Pedagogy, Culture & Society, 32(1), 21–40.
Access Article - What Do You Want Your Teacher to Know? Intergenerational Reflections in Education Research
(Project: Time to Teach About GBV)
Vanner, C. (2023). International Journal of Qualitative Studies in Education.
Access Article - The Centrality of Community in Teaching About Gender-Based Violence
(Project: Time to Teach About GBV)
Vanner, C. (2023). Journal of Feminist Scholarship, 22(2), 18–33.
Access Article - Teaching and Learning with Power and Privilege: Student and Teacher Identity in Education About Gender-Based Violence
(Project: Time to Teach About GBV)
Vanner, C., *Holloway, A., & *Almanssori, S. (2022). Teaching & Teacher Education, 116.
Access Article - Education About Gender-Based Violence: Opportunities and Obstacles in the Ontario Secondary School Curriculum
(Project: Time to Teach About GBV)
Vanner, C. (2022). Gender and Education, 34(2), 134–150.
Access Article - Efforts to Enhance Education About Gender-Based Violence: A Workshop and Toolkit
(Project: Time to Teach About GBV)
Vanner, C., & *Almanssori, S. (2024). Studies in Social Justice, 18(2), 362–371.
Access Article
- Time to Teach About Gender-Based Violence in Ontario Schools
(Project: Time to Teach About GBV)
Trent-Rennick, K., Vanner, C., & Almanssori, S. (2024, June 24). Ed Forum, Ontario Secondary Schools Teachers Federation.
Read Article
- Gender-Based Violence: Teaching About Its Root Causes Is Necessary to Address It
(Project: Time to Teach About GBV)
Vanner, C. (2023, November 26). The Conversation.
Read Article - Researchers Equip Educators to Teach About Gender-Based Violence
(Project: Time to Teach About GBV)
Globe Content Studio. (2024, October 23). Globe and Mail.
Read Article
Toolkit Accompanying Resources
Building on the recommendations of student and teacher participants in the Time to Teach project, we created the Teaching about Gender-Based Violence Toolkit with guidance notes, lesson plans, and other materials to support teachers to incorporate teaching about gender-based violence into their classrooms. The toolkit was then tested with teachers and adapted following input from a wide range of community partners. The lesson plans are aligned to the Grades 8-12 Ontario curriculum but can be adapted for other contexts and grade levels