The Intersectional Practice and Transformation (InPut) department at Alice Salomon University (ASH) is working on the development and implementation of a protection concept at the university. This is taking place as part of the project "Positioned and visible ¬ against sexualized discrimination, violence and anti-feminist attacks" (sDGaA). In order to involve the students in this, a seminar on participatory protection concept development was offered for Master's students on the "Practical Research in Social Work and Education" course in the winter semester 2023/24. As part of the seminar, part of the student working group carried out a selected participatory research method, Appreciative Inquiry.
Formation of a "protection project group"
As a result, possible measures for change were formulated and the establishment of a "protection project group" was identified as a central step at ASH Berlin. This group should include a broad representation of university members and receive financial support to enable its work.
Regular open consultation hours and communication of the results should ensure transparency and accessibility of the group.
An evaluation document was created together with the second research group of the seminar. At the kick-off event for the "Positioned and visible" project, it was emphasized that universities have a responsibility towards their users. When looking at the results of the Appreciative Inquiry method, ASH Berlin was also identified as a key category for initiating change. Preventative measures such as training and the firm integration of the topic of sDGaA (= "sexualized discrimination, violence and anti-feminist attacks") in seminars are essential.
The social living room
In the further evaluation, the idea of establishing a social living room was jointly developed, which could serve as an informal meeting place and retreat. Such a room could fulfill an important function as a space for dialogue and care for experts with experience, those affected and those not affected. The presence of a trained awareness team and the embedding of experience expertise in teaching and support structures were highlighted as further important steps. This could be expanded, among other things, if science-practice partnerships were constantly maintained.
The results of the method used make it clear that change processes require a well-positioned institutional basis, supported by responsible decision-makers. This requires a reappraisal of the past handling of sDGaA at ASH Berlin. A suitable means of underpinning this positioning is a protection concept. How can this be established?
Change takes place through irritation and instability. Transformation brings challenges, and changes to existing structures and hierarchies can trigger irritation and uncertainty. How can we see these disruptions as opportunities?
One possibility is to create an environment that can withstand the constant process of reinterpretation, failure and new beginnings - without those affected unintentionally having to do any clarification work. Clear responsibilities for decision-makers at ASH Berlin and a participatory approach are essential, e.g. by including the topic of sDGaA in the curriculum.
The assumption of responsibility by members of ASH Berlin should be voluntary. Educational institutions must rethink existing hierarchies between professors and students and incorporate the individual experience of "affected minorities". Relationships of dependency and power should not be repressive, but productive. Only through transparent cooperation and the consideration, recognition and negotiation of different perspectives and interests can a more protected space be created at ASH Berlin that addresses both the presence and invisibility of sDGaA. In this way, relatives and those involved at ASH Berlin could come to a common understanding of the problem and work together to implement the protection concept at ASH.
Study results are incorporated into the risk analysis
The extensive international study on gender-based violence in universities and research institutions "UniSAFE" shows how important it is, particularly in the university context, to be aware of existing power and hierarchical relationships, to question them and to work against them both individually and conceptually. The study found that 62% of respondents had experienced some form of gender-based violence within their institution, whether during their studies or their work. Groups such as FLINTA*, people with disabilities or chronic illnesses are particularly affected.
For the risk analysis at ASH Berlin, the student research group worked on the following question using the method of appreciative inquiry:
What do members of ASH Berlin do if they are threatened/affected by sexualized discrimination and/or violence within the university or become aware of it?
The question reflects different levels of being affected by sDGaA and the resulting perspectives. This results in a three-dimensional view of the topic: being affected by, being threatened by and witnessing sDGaA. Appreciative inquiry emphasizes the ability of ASH Berlin members to act and addresses their constructive experiences in dealing with sDGaA.
The method of appreciative inquiry promotes research approaches away from problem-centered questions and pursues the goal of identifying options for action. The intention is to provide suggestions for constructive change within organizations. Structural conditions are made visible by incorporating subjective perspectives such as experiential knowledge and (positive) experience. The method is divided into four phases: Discovery, Dream, Design and Destiny. These are accompanied in a structured process with the help of guided interviews.
The participatory research approach enables the active involvement of those whose lives are directly affected by the content and results of the research. Research on sexualized violence raises questions about research ethics. The ethical dilemma arises from the fact that, on the one hand, the research process can trigger painful memories in the participants, while on the other hand the research results represent an individual benefit as well as a contribution to science. Participants may be able to share their experiences openly for the first time, which can give rise to different individual feelings, including self-efficacy. In particular, the power structures in whose context the participants operate must be taken into account.
About the survey
Four fellow students and two lecturers from the seminar on protection concept development took part in the survey. This composition was chosen because the survey was first conducted in the seminar setting.
A planned second survey with an invitation for all ASH Berlin students to participate was not carried out. The decision to do so was made by the students of the seminar in a participatory manner. A survey outside of the seminar would not have been participatory. Those involved in the survey would have been participants and not participatory researchers, even though the project was developed in a participatory manner in the seminar.
