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Welcome to the Not In Our State Summit 2015 at the University of Montana in beautiful Missoula, Montana. 
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Tuesday, November 10 • 1:00pm - 1:50pm
Integrating Bystander Intervention in the Humanities Classroom

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Session Description: This session will look at how to integrate bystander intervention into the Humanities classroom as part of a broad-based program of curricular infusion. As part of The University of Montana's multi-faceted efforts to address campus sexual and gender-based violence, we have implemented bystander intervention trainings for all interested parties with a particular focus on Residence Life, ROTC, Athletics, and student groups. The trainings are not mandatory for all students, so many of the students in my classes have not participated in them. In the Spring Semester of 2014, I started researching how I could reach students who would never be exposed to bystander intervention trainings. Through this research, I realized that bystander intervention techniques could be a useful lens for analyzing problematic texts from the Western Literary Canon. In our bystander-intervention training model (Bringing in the Bystander), we u se the "Scope of Inappropriate Behaviors" and "The Pyramid of Hate" to talk about the continuum of gender-based violence. These tools demonstrate how low-risk, high-frequency behaviors such as stereotyping and sexist jokes contribute to rape culture and sexual/gender-based violence. In our trainings, we identify these low-risk, high frequency behaviors as the best and safest place to intervene along the continuum of violence. We use scenarios such as "you're sitting on your residence hall steps with some friends who start cat-calling women who walk by" and then ask students to brainstorm intervention techniques. In the past, when I thought about how these bystander intervention techniques could be used in the classroom, I had always considered giving students the tools to intervene when someone in the classroom made similarly inappropriate comments. But what if those inappropriate comments and attitudes don't come from the people in the classroom, but from the texts and authors assigned? How can we effectively intervene in those situations and give students tools to read these texts in meaningful ways that acknowledge the issue of gender-based violence? I started to wonder if the methods we use to intervene when we hear sexist, racist, or homophobic jokes today could also be used to read and understand misogynistic texts such as 15th-century Witch Hunter's Manual, the Malleus Maleficarum. In this session, I will look at how statements and attitudes we analyze in bystander intervention trainings like: 1) Boys Will Be Boys; 2) #NotAllMen; and 3) But He's Such a Nice Guy have parallels with what students encounter in assigned texts and classroom discussions centered on the Western Literary Canon. Further, I will offer pedagogical techniques for intervening in the classroom to address the misogyny and violence we find in some classical litera ture. Lastly, I will discuss the effectiveness of these techniques over the past two years of implementing them in the classroom.

Learning Outcomes: 1) Participants will learn about an innovative method of infusing bystander intervention into the university curriculum. 2) Participants will learn bystander techniques and activities to use in the classroom. 3) Participants will learn about the positive student reaction to the use of these techniques.


Elizabeth Hubble, PhD Director of Women’s, Gender & Sexuality Studies, University of Montana

Elizabeth Hubble, PhD; Director of Women’s, Gender & Sexuality Studies, University of Montana

Tuesday November 10, 2015 1:00pm - 1:50pm
UC 327

Attendees (2)