Abstract
Drawing from semi-structured interviews with seven safeguarding leads, focus groups and quantitative surveys with 480 young people aged 13–18, webinar training with 50 teachers and online survey responses from 13 of these webinar participants, this chapter explores the feminist pedagogical and activist practices that informs our development of Online Sexual Harassment guidance and recommendations for schools. Our key argument is that school policies need to move beyond the limitations of the law in order for schools and other service providers to protect children at a time when online sexual harassment, gendered hate, xenophobia, ableism and racism are on the rise. We conclude that a concerted move among educators is necessary to recognise and record the nature of gendered sexual risk and harms happening to young people, and create a culture and climate shift within schools.
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Notes
- 1.
Details of the Digital Sexual Cultures Feminist Research and Engagement Consortium can be found here: https://www2.le.ac.uk/departments/media/research/featured-projects-1/digital-sexual-cultures-feminist-research-and-engagement-consortium.
- 2.
We are very grateful to Sophie Whitehead, our research assistant, for conducting the safeguarding interviews and writing up the initial report of the findings.
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Acknowledgements
The authors would like to thank the University of Leicester for QR funding and the AHRC (AH/T008938/1) for supporting some of the research underpinning this chapter.
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Horeck, T., Mendes, K., Ringrose, J. (2021). Digital Defence in the Classroom: Developing Feminist School Guidance on Online Sexual Harassment for Under 18s. In: Powell, A., Flynn, A., Sugiura, L. (eds) The Palgrave Handbook of Gendered Violence and Technology. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83734-1_31
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