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Women Survivors of Sexual Violence andPartner Abuse:

Exploring Transformative Learning

through Social Action Participation

Susan H. Young M.Ad.Ed. (Candidate) &

Elizabeth Lange, Ph.D. (Supervisor)

St. Francis Xavier University



oorways to the layers of selves



Integration

Invite the Mind

To spiral to the centre of the Heart

Where the exquisite clarity of Spirit

Lives in the marrow,

Juicy and serene.

SH Young, 2011



1. Research Project Question

2. Background

3. Methodology

4. Research Methods

5. Findings

6. Implications

Outline



Research Project Question

Do women survivors of sexual violence and

partner abuse experience transformative learning

by engaging in social action on a Survivors’

Advisory Council?



Background: Identifying the Gap

Adult educators are usually social activists who

challenge learners and systems about justice issues

(Friere, 1970; Lange, 2009; Mezirow, 2009;

O’Sullivan, 2008; Taylor, 2009; & Tisdell, 1998,and others)

Yet very few adult educators talk about violence

against women

(hooks, 2000; Horsmann, 1999; Johnson-Bailey,

2005; Price, 2005; Stalker, 2005).



Goals:

• Explore survivors’ experiences• Engage communities in change

Guiding Principle:

• Survivors’ experiences and voices

are valued as experts

Research Project



Any act of gender-based violence that resultsin, or is likely to result in, physical, sexual, ormental harm or suffering to women, including

threats of such acts, coercion or arbitrarydeprivation of liberty, whether occurring in public or private life.

United Nations, 1993

Background: Definition of

Violence Against Women



Survivors who come together to improveservices for victims of sexual violenceand partner abuse.

Engage in public education about theirlived experience as survivors during thedisclosure process, primarily with service

providers and Coordinating CommitteesAgainst Violence

Background: Survivors’ Advisory

Councils



Methodology

1. Qualitative

2. Critical ethnography

3. Lens of feminist and critical theory

4. Transformative Learning Theory



Research Methods

1. Data Collection: Two Ontario Survivors’ Advisory

Councils

• Eight individual interviews

Key preliminary findings:

• Two participant check-in groups

• One focus group with self-disclosed survivors

2. Data Analysis

• Inductive and Deductive

• Started with themes then expanded to categories

linked to larger social movements



Dying to the self

Photo by SH Young



Six Key Findings

1. Powerlessness as a Victim

2. Finding Voice

3. Complex Identities4. Social Movement Learning

5. Personal and Political

6. Social Activism



Data Analysis

1. Oppression and Ways of Knowing

2. Political and Multidimensional

Transformative Learning

3. Development of Critical

Consciousness



1. Adult Educators

2. VAW Sector3. Survivors’ Advisory Councils

Implications of the Research



Self-Acceptance

THE STRUGGLE TO BE SOMETHING MORE

THAN THE PERSON OTHERS HAVE MADE,

TO CONSTRUCT AND THEN LIVE UP TO A

SET OF OUR OWN EXPECTATIONS IS ONEOF THE MOST COMPELLING STRUGGLES

OF OUR ADULT LIVES. Daloz, 1999



Paddling new rivers

Photo by SH Young



“I think being a survivor … is key [to making change].You know it’s easy for people to listen to what you’re

saying, but when they know that this has happened toyou, they’re [really] going to listen. It’s not justsomebody blabbing away about statistics or whateverelse. I think the fact that I share my story and my

experiences, and personalize it, I think that is huge tomaking any kind of change, or impact, on somebody.I think that’s key.”

Samantha

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