Return to Video

Violence against women—it's a men's issue

  • 0:01 - 0:04
    I'm going to share with you
    a paradigm-shifting perspective
  • 0:04 - 0:07
    on the issues of gender violence:
    sexual assault, domestic violence,
  • 0:07 - 0:11
    relationship abuse, sexual harassment,
    sexual abuse of children.
  • 0:11 - 0:12
    That whole range of issues
  • 0:12 - 0:15
    that I'll refer to in shorthand
    as "gender violence issues,"
  • 0:15 - 0:19
    they've been seen as women's issues
    that some good men help out with,
  • 0:19 - 0:22
    but I have a problem with that frame
    and I don't accept it.
  • 0:22 - 0:25
    I don't see these as women's issues
    that some good men help out with.
  • 0:25 - 0:28
    In fact, I'm going to argue
    that these are men's issues,
  • 0:28 - 0:29
    first and foremost.
  • 0:29 - 0:30
    Now obviously --
  • 0:30 - 0:32
    (Applause)
  • 0:32 - 0:34
    Obviously, they're also women's issues,
    so I appreciate that,
  • 0:34 - 0:39
    but calling gender violence
    a women's issue is part of the problem,
  • 0:39 - 0:41
    for a number of reasons.
  • 0:41 - 0:44
    The first is that it gives men
    an excuse not to pay attention, right?
  • 0:44 - 0:46
    A lot of men hear
    the term "women's issues"
  • 0:46 - 0:48
    and we tend to tune it out, and we think,
  • 0:48 - 0:51
    "I'm a guy; that's for the girls,"
    or "that's for the women."
  • 0:51 - 0:55
    And a lot of men literally don't get
    beyond the first sentence as a result.
  • 0:55 - 0:58
    It's almost like a chip
    in our brain is activated,
  • 0:58 - 1:01
    and the neural pathways take
    our attention in a different direction
  • 1:01 - 1:03
    when we hear the term "women's issues."
  • 1:03 - 1:05
    This is also true, by the way,
    of the word "gender,"
  • 1:05 - 1:07
    because a lot of people
    hear the word "gender"
  • 1:07 - 1:09
    and they think it means "women."
  • 1:09 - 1:12
    So they think that gender issues
    is synonymous with women's issues.
  • 1:12 - 1:14
    There's some confusion
    about the term gender.
  • 1:14 - 1:17
    And let me illustrate
    that confusion by way of analogy.
  • 1:17 - 1:19
    So let's talk for a moment about race.
  • 1:19 - 1:21
    In the US, when we hear the word "race,"
  • 1:21 - 1:23
    a lot of people think
    that means African-American,
  • 1:23 - 1:25
    Latino, Asian-American, Native American,
  • 1:25 - 1:28
    South Asian, Pacific Islander, on and on.
  • 1:28 - 1:31
    A lot of people, when they hear
    the word "sexual orientation"
  • 1:31 - 1:34
    think it means gay, lesbian, bisexual.
  • 1:34 - 1:36
    And a lot of people,
    when they hear the word "gender,"
  • 1:36 - 1:37
    think it means women.
  • 1:37 - 1:40
    In each case, the dominant group
    doesn't get paid attention to.
  • 1:40 - 1:43
    As if white people don't have
    some sort of racial identity
  • 1:43 - 1:46
    or belong to some racial
    category or construct,
  • 1:46 - 1:50
    as if heterosexual people
    don't have a sexual orientation,
  • 1:50 - 1:52
    as if men don't have a gender.
  • 1:52 - 1:56
    This is one of the ways that dominant
    systems maintain and reproduce themselves,
  • 1:56 - 1:58
    which is to say the dominant group
    is rarely challenged
  • 1:58 - 2:00
    to even think about its dominance,
  • 2:00 - 2:03
    because that's one of the key
    characteristics of power and privilege,
  • 2:03 - 2:05
    the ability to go unexamined,
  • 2:05 - 2:10
    lacking introspection, in fact being
    rendered invisible, in large measure,
  • 2:10 - 2:13
    in the discourse about issues
    that are primarily about us.
  • 2:13 - 2:17
    And this is amazing how this works
    in domestic and sexual violence,
  • 2:17 - 2:20
    how men have been largely erased
    from so much of the conversation
  • 2:20 - 2:23
    about a subject
    that is centrally about men.
  • 2:23 - 2:26
    And I'm going to illustrate
    what I'm talking about
  • 2:26 - 2:27
    by using the old tech.
  • 2:27 - 2:30
    I'm old school
    on some fundamental regards.
  • 2:30 - 2:32
    I make films and I work with high tech,
  • 2:32 - 2:35
    but I'm still old school as an educator,
  • 2:35 - 2:38
    and I want to share with you this exercise
  • 2:38 - 2:40
    that illustrates
    on the sentence-structure level
  • 2:40 - 2:45
    how the way that we think,
    literally the way that we use language,
  • 2:45 - 2:47
    conspires to keep
    our attention off of men.
  • 2:47 - 2:49
    This is about domestic
    violence in particular,
  • 2:49 - 2:53
    but you can plug in other analogues.
  • 2:53 - 2:56
    This comes from the work
    of the feminist linguist Julia Penelope.
  • 2:56 - 2:58
    It starts with a very basic
    English sentence:
  • 2:58 - 3:02
    "John beat Mary."
  • 3:02 - 3:03
    That's a good English sentence.
  • 3:03 - 3:07
    John is the subject, beat is the verb,
    Mary is the object, good sentence.
  • 3:07 - 3:09
    Now we're going to move
    to the second sentence,
  • 3:09 - 3:11
    which says the same thing
    in the passive voice.
  • 3:11 - 3:16
    "Mary was beaten by John."
  • 3:18 - 3:20
    And now a whole lot
    has happened in one sentence.
  • 3:20 - 3:22
    We've gone from "John beat Mary"
  • 3:23 - 3:24
    to "Mary was beaten by John."
  • 3:24 - 3:28
    We've shifted our focus
    in one sentence from John to Mary,
  • 3:28 - 3:31
    and you can see John is very close
    to the end of the sentence,
  • 3:31 - 3:34
    well, close to dropping
    off the map of our psychic plain.
  • 3:34 - 3:35
    The third sentence, John is dropped,
  • 3:35 - 3:39
    and we have, "Mary was beaten,"
  • 3:39 - 3:40
    and now it's all about Mary.
  • 3:41 - 3:44
    We're not even thinking about John,
    it's totally focused on Mary.
  • 3:44 - 3:45
    Over the past generation,
  • 3:45 - 3:48
    the term we've used
    synonymous with "beaten" is "battered,"
  • 3:48 - 3:51
    so we have "Mary was battered."
  • 3:51 - 3:55
    And the final sentence in this sequence,
    flowing from the others, is,
  • 3:55 - 3:58
    "Mary is a battered woman."
  • 3:58 - 4:04
    So now Mary's very identity --
    Mary is a battered woman --
  • 4:06 - 4:08
    is what was done to her by John
    in the first instance.
  • 4:08 - 4:11
    But we've demonstrated that John
    has long ago left the conversation.
  • 4:11 - 4:14
    Those of us who work
    in the domestic and sexual violence field
  • 4:14 - 4:17
    know that victim-blaming
    is pervasive in this realm,
  • 4:17 - 4:20
    which is to say, blaming the person
    to whom something was done
  • 4:20 - 4:22
    rather than the person who did it.
  • 4:22 - 4:24
    And we say: why do they
    go out with these men?
  • 4:24 - 4:27
    Why are they attracted to them?
    Why do they keep going back?
  • 4:27 - 4:30
    What was she wearing at that party?
    What a stupid thing to do.
  • 4:30 - 4:32
    Why was she drinking
    with those guys in that hotel room?
  • 4:32 - 4:35
    This is victim blaming,
    and there are many reasons for it,
  • 4:35 - 4:39
    but one is that our cognitive structure
    is set up to blame victims.
  • 4:39 - 4:40
    This is all unconscious.
  • 4:40 - 4:43
    Our whole cognitive structure
    is set up to ask questions
  • 4:43 - 4:46
    about women and women's choices
    and what they're doing, thinking, wearing.
  • 4:46 - 4:50
    And I'm not going to shout down
    people who ask questions about women.
  • 4:50 - 4:51
    It's a legitimate thing to ask.
  • 4:51 - 4:53
    But's let's be clear:
    Asking questions about Mary
  • 4:53 - 4:57
    is not going to get us anywhere
    in terms of preventing violence.
  • 4:57 - 4:59
    We have to ask a different
    set of questions.
  • 4:59 - 5:02
    The questions are not about Mary,
    they're about John.
  • 5:02 - 5:05
    They include things like,
    why does John beat Mary?
  • 5:05 - 5:09
    Why is domestic violence still a big
    problem in the US and all over the world?
  • 5:09 - 5:12
    What's going on?
    Why do so many men abuse physically,
  • 5:12 - 5:14
    emotionally, verbally, and other ways,
  • 5:14 - 5:17
    the women and girls, and the men and boys,
    that they claim to love?
  • 5:17 - 5:18
    What's going on with men?
  • 5:19 - 5:22
    Why do so many adult men
    sexually abuse little girls and boys?
  • 5:22 - 5:24
    Why is that a common problem
    in our society
  • 5:24 - 5:26
    and all over the world today?
  • 5:26 - 5:28
    Why do we hear over and over again
  • 5:28 - 5:31
    about new scandals erupting
    in major institutions
  • 5:31 - 5:35
    like the Catholic Church
    or the Penn State football program
  • 5:35 - 5:37
    or the Boy Scouts of America,
    on and on and on?
  • 5:37 - 5:39
    And then local communities
    all over the country
  • 5:39 - 5:40
    and all over the world.
  • 5:40 - 5:42
    We hear about it all the time.
  • 5:42 - 5:43
    The sexual abuse of children.
  • 5:43 - 5:47
    What's going on with men?
    Why do so many men rape women
  • 5:47 - 5:48
    in our society and around the world?
  • 5:48 - 5:50
    Why do so many men rape other men?
  • 5:50 - 5:52
    What is going on with men?
  • 5:52 - 5:57
    And then what is the role
    of the various institutions in our society
  • 5:57 - 6:00
    that are helping to produce
    abusive men at pandemic rates?
  • 6:00 - 6:02
    Because this isn't
    about individual perpetrators.
  • 6:02 - 6:05
    That's a naive way to understanding
    what is a much deeper
  • 6:05 - 6:06
    and more systematic social problem.
  • 6:06 - 6:10
    The perpetrators aren't these monsters
    who crawl out of the swamp
  • 6:10 - 6:12
    and come into town
    and do their nasty business
  • 6:13 - 6:14
    and then retreat into the darkness.
  • 6:14 - 6:17
    That's a very naive notion, right?
  • 6:17 - 6:20
    Perpetrators are much more normal
    than that, and everyday than that.
  • 6:20 - 6:24
    So the question is, what are we doing here
    in our society and in the world?
  • 6:24 - 6:26
    What are the roles of various institutions
  • 6:27 - 6:29
    in helping to produce abusive men?
  • 6:29 - 6:31
    What's the role of religious
    belief systems,
  • 6:31 - 6:33
    the sports culture,
    the pornography culture,
  • 6:33 - 6:36
    the family structure, economics,
    and how that intersects,
  • 6:36 - 6:38
    and race and ethnicity
    and how that intersects?
  • 6:38 - 6:40
    How does all this work?
  • 6:40 - 6:43
    And then, once we start making
    those kinds of connections
  • 6:43 - 6:45
    and asking those important
    and big questions,
  • 6:45 - 6:48
    then we can talk about
    how we can be transformative,
  • 6:48 - 6:50
    in other words, how can we do
    something differently?
  • 6:50 - 6:52
    How can we change the practices?
  • 6:52 - 6:54
    How can we change
    the socialization of boys
  • 6:54 - 6:57
    and the definitions of manhood
    that lead to these current outcomes?
  • 6:57 - 7:00
    These are the kind of questions
    that we need to be asking
  • 7:00 - 7:02
    and the kind of work
    that we need to be doing,
  • 7:02 - 7:06
    but if we're endlessly focused
    on what women are doing and thinking
  • 7:06 - 7:08
    in relationships or elsewhere,
  • 7:08 - 7:10
    we're not going to get to that piece.
  • 7:10 - 7:12
    I understand that a lot of women
  • 7:12 - 7:14
    who have been trying to speak out
    about these issues,
  • 7:14 - 7:16
    today and yesterday
    and for years and years,
  • 7:16 - 7:19
    often get shouted down for their efforts.
  • 7:19 - 7:24
    They get called nasty names
    like "male-basher" and "man-hater,"
  • 7:24 - 7:30
    and the disgusting
    and offensive "feminazi", right?
  • 7:30 - 7:32
    And you know what all this is about?
  • 7:32 - 7:33
    It's called kill the messenger.
  • 7:34 - 7:36
    It's because the women who are standing up
  • 7:36 - 7:38
    and speaking out for themselves
    and for other women
  • 7:38 - 7:40
    as well as for men and boys,
  • 7:40 - 7:43
    it's a statement to them
    to sit down and shut up,
  • 7:43 - 7:44
    keep the current system in place,
  • 7:44 - 7:47
    because we don't like it
    when people rock the boat.
  • 7:47 - 7:49
    We don't like it when people
    challenge our power.
  • 7:49 - 7:51
    You'd better sit
    down and shut up, basically.
  • 7:51 - 7:53
    And thank goodness
    that women haven't done that.
  • 7:53 - 7:55
    Thank goodness that we live in a world
  • 7:55 - 7:58
    where there's so much women's leadership
    that can counteract that.
  • 7:58 - 8:01
    But one of the powerful roles
    that men can play in this work
  • 8:01 - 8:04
    is that we can say some things
    that sometimes women can't say,
  • 8:04 - 8:07
    or, better yet, we can be heard
    saying some things
  • 8:07 - 8:09
    that women often can't be heard saying.
  • 8:09 - 8:12
    Now, I appreciate that that's a problem,
    it's sexism, but it's the truth.
  • 8:12 - 8:14
    So one of the things that I say to men,
  • 8:14 - 8:16
    and my colleagues and I always say this,
  • 8:16 - 8:19
    is we need more men
    who have the courage and the strength
  • 8:19 - 8:21
    to start standing up and saying
    some of this stuff,
  • 8:21 - 8:23
    and standing with women
    and not against them
  • 8:23 - 8:26
    and pretending that somehow
    this is a battle between the sexes
  • 8:26 - 8:28
    and other kinds of nonsense.
  • 8:28 - 8:29
    We live in the world together.
  • 8:29 - 8:32
    And by the way, one of the things
    that really bothers me
  • 8:32 - 8:34
    about some of the rhetoric
    against feminists and others
  • 8:35 - 8:38
    who have built the battered women's
    and rape crisis movements around the world
  • 8:38 - 8:41
    is that somehow, like I said,
    that they're anti-male.
  • 8:41 - 8:44
    What about all the boys who are profoundly
    affected in a negative way
  • 8:44 - 8:48
    by what some adult man is doing against
    their mother, themselves, their sisters?
  • 8:48 - 8:49
    What about all those boys?
  • 8:49 - 8:51
    What about all the young men and boys
  • 8:51 - 8:53
    who have been traumatized
    by adult men's violence?
  • 8:53 - 8:55
    You know what?
  • 8:55 - 8:57
    The same system that produces
    men who abuse women,
  • 8:57 - 8:59
    produces men who abuse other men.
  • 8:59 - 9:02
    And if we want to talk about male victims,
    let's talk about male victims.
  • 9:02 - 9:05
    Most male victims of violence
    are the victims of other men's violence.
  • 9:05 - 9:08
    So that's something that both women
    and men have in common.
  • 9:08 - 9:10
    We are both victims of men's violence.
  • 9:10 - 9:12
    So we have it in our direct self-interest,
  • 9:12 - 9:14
    not to mention the fact
    that most men that I know
  • 9:14 - 9:17
    have women and girls
    that we care deeply about,
  • 9:17 - 9:20
    in our families and our friendship
    circles and every other way.
  • 9:20 - 9:22
    So there's so many reasons
    why we need men to speak out.
  • 9:22 - 9:25
    It seems obvious saying it
    out loud, doesn't it?
  • 9:26 - 9:29
    Now, the nature of the work
    that I do and my colleagues do
  • 9:29 - 9:33
    in the sports culture
    and the US military, in schools,
  • 9:33 - 9:36
    we pioneered this approach
    called the bystander approach
  • 9:36 - 9:38
    to gender-violence prevention.
  • 9:38 - 9:41
    And I just want to give you
    the highlights of the bystander approach,
  • 9:41 - 9:44
    because it's a big thematic shift,
  • 9:44 - 9:46
    although there's lots of particulars,
  • 9:46 - 9:49
    but the heart of it is,
    instead of seeing men as perpetrators
  • 9:49 - 9:50
    and women as victims,
  • 9:50 - 9:54
    or women as perpetrators, men as victims,
  • 9:54 - 9:55
    or any combination in there.
  • 9:55 - 9:57
    I'm using the gender binary.
  • 9:57 - 10:00
    I know there's more than men and women,
    there's more than male and female.
  • 10:00 - 10:02
    And there are women who are perpetrators,
  • 10:02 - 10:04
    and of course there are
    men who are victims.
  • 10:04 - 10:06
    There's a whole spectrum.
  • 10:06 - 10:08
    But instead of seeing it
    in the binary fashion,
  • 10:08 - 10:10
    we focus on all of us
    as what we call bystanders,
  • 10:10 - 10:14
    and a bystander is defined as anybody
    who is not a perpetrator or a victim
  • 10:14 - 10:16
    in a given situation,
  • 10:16 - 10:20
    so in other words friends, teammates,
    colleagues, coworkers, family members,
  • 10:20 - 10:24
    those of us who are not directly
    involved in a dyad of abuse,
  • 10:24 - 10:27
    but we are embedded in social,
    family, work, school,
  • 10:27 - 10:29
    and other peer culture relationships
  • 10:29 - 10:31
    with people who might be
    in that situation.
  • 10:31 - 10:34
    What do we do? How do we speak up?
    How do we challenge our friends?
  • 10:34 - 10:36
    How do we support our friends?
  • 10:36 - 10:38
    But how do we not remain silent
    in the face of abuse?
  • 10:38 - 10:41
    Now, when it comes
    to men and male culture,
  • 10:41 - 10:45
    the goal is to get men who are not abusive
    to challenge men who are.
  • 10:45 - 10:48
    And when I say abusive, I don't mean just
    men who are beating women.
  • 10:48 - 10:53
    We're not just saying a man whose friend
    is abusing his girlfriend
  • 10:53 - 10:55
    needs to stop the guy
    at the moment of attack.
  • 10:55 - 11:00
    That's a naive way
    of creating a social change.
  • 11:00 - 11:04
    It's along a continuum, we're trying
    to get men to interrupt each other.
  • 11:04 - 11:07
    So, for example, if you're a guy
    and you're in a group of guys
  • 11:07 - 11:10
    playing poker, talking, hanging out,
    no women present,
  • 11:10 - 11:16
    and another guy says something sexist
    or degrading or harassing about women,
  • 11:16 - 11:19
    instead of laughing along
    or pretending you didn't hear it,
  • 11:19 - 11:21
    we need men to say,
    "Hey, that's not funny.
  • 11:21 - 11:23
    that could be my sister
    you're talking about,
  • 11:23 - 11:25
    and could you joke about something else?
  • 11:25 - 11:27
    Or could you talk about something else?
  • 11:27 - 11:29
    I don't appreciate that kind of talk."
  • 11:29 - 11:31
    Just like if you're a white person
  • 11:31 - 11:34
    and another white person makes
    a racist comment, you'd hope, I hope,
  • 11:34 - 11:37
    that white people would interrupt
    that racist enactment
  • 11:37 - 11:38
    by a fellow white person.
  • 11:38 - 11:41
    Just like with heterosexism,
    if you're a heterosexual person
  • 11:41 - 11:44
    and you yourself don't enact
    harassing or abusive behaviors
  • 11:44 - 11:46
    towards people of varying
    sexual orientations,
  • 11:46 - 11:50
    if you don't say something in the face
    of other heterosexual people doing that,
  • 11:50 - 11:53
    then, in a sense, isn't your silence
    a form of consent and complicity?
  • 11:53 - 11:56
    Well, the bystander approach
    is trying to give people tools
  • 11:56 - 12:00
    to interrupt that process and to speak up
    and to create a peer culture climate
  • 12:00 - 12:02
    where the abusive behavior
    will be seen as unacceptable,
  • 12:02 - 12:05
    not just because it's illegal,
    but because it's wrong
  • 12:05 - 12:07
    and unacceptable in the peer culture.
  • 12:07 - 12:10
    And if we can get to the place where men
  • 12:10 - 12:12
    who act out in sexist ways
    will lose status,
  • 12:12 - 12:14
    young men and boys who act out in sexist
  • 12:14 - 12:16
    and harassing ways
    towards girls and women,
  • 12:16 - 12:18
    as well as towards other boys and men,
  • 12:18 - 12:20
    will lose status
    as a result of it, guess what?
  • 12:20 - 12:23
    We'll see a radical
    diminution of the abuse.
  • 12:23 - 12:26
    Because the typical perpetrator
    is not sick and twisted.
  • 12:26 - 12:29
    He's a normal guy
    in every other way, isn't he?
  • 12:29 - 12:32
    Now, among the many great
    things that Martin Luther King
  • 12:32 - 12:34
    said in his short life was,
  • 12:34 - 12:37
    "In the end, what will hurt the most
    is not the words of our enemies
  • 12:37 - 12:39
    but the silence of our friends."
  • 12:39 - 12:42
    In the end, what will hurt the most
    is not the words of our enemies
  • 12:42 - 12:44
    but the silence of our friends.
  • 12:44 - 12:46
    There's been an awful lot
    of silence in male culture
  • 12:46 - 12:49
    about this ongoing tragedy
    of men's violence
  • 12:49 - 12:51
    against women and children, hasn't there?
  • 12:51 - 12:52
    There's been an awful lot of silence.
  • 12:52 - 12:55
    And all I'm saying is that we need
    to break that silence,
  • 12:55 - 12:57
    and we need more men to do that.
  • 12:57 - 13:01
    Now, it's easier said than done,
  • 13:01 - 13:02
    because I'm saying it now,
  • 13:02 - 13:05
    but I'm telling you
    it's not easy in male culture
  • 13:05 - 13:07
    for guys to challenge each other,
  • 13:07 - 13:09
    which is one of the reasons
  • 13:09 - 13:11
    why part of the paradigm shift
    that has to happen
  • 13:11 - 13:14
    is not just understanding
    these issues as men's issues,
  • 13:14 - 13:16
    but they're also
    leadership issues for men.
  • 13:16 - 13:20
    Because ultimately, the responsibility
    for taking a stand on these issues
  • 13:20 - 13:22
    should not fall
    on the shoulders of little boys
  • 13:22 - 13:25
    or teenage boys in high school
    or college men.
  • 13:25 - 13:27
    It should be on adult men with power.
  • 13:27 - 13:30
    Adult men with power are the ones
    we need to be holding accountable
  • 13:30 - 13:32
    for being leaders on these issues,
  • 13:32 - 13:34
    because when somebody
    speaks up in a peer culture
  • 13:34 - 13:36
    and challenges and interrupts,
  • 13:36 - 13:39
    he or she is being a leader, really.
  • 13:39 - 13:42
    But on a big scale,
    we need more adult men with power
  • 13:42 - 13:44
    to start prioritizing these issues,
  • 13:44 - 13:46
    and we haven't seen that yet, have we?
  • 13:46 - 13:50
    Now, I was at a dinner
    a number of years ago,
  • 13:50 - 13:53
    and I work extensively
    with the US military, all the services.
  • 13:53 - 13:56
    And I was at this dinner
    and this woman said to me --
  • 13:57 - 13:59
    I think she thought
    she was a little clever --
  • 13:59 - 14:03
    she said, "So how long have you been doing
    sensitivity training with the Marines?"
  • 14:03 - 14:07
    And I said, "With all due respect,
  • 14:07 - 14:09
    I don't do sensitivity training
    with the Marines.
  • 14:09 - 14:11
    I run a leadership program
    in the Marine Corps."
  • 14:12 - 14:14
    Now, I know it's a bit
    pompous, my response,
  • 14:14 - 14:15
    but it's an important distinction,
  • 14:15 - 14:19
    because I don't believe
    that what we need is sensitivity training.
  • 14:19 - 14:21
    We need leadership training,
    because, for example,
  • 14:21 - 14:25
    when a professional coach or a manager
    of a baseball team or a football team --
  • 14:25 - 14:27
    and I work extensively
    in that realm as well --
  • 14:27 - 14:30
    makes a sexist comment,
    makes a homophobic statement,
  • 14:30 - 14:32
    makes a racist comment,
  • 14:32 - 14:35
    there will be discussions on the sports
    blogs and in sports talk radio.
  • 14:35 - 14:38
    And some people will say,
    "He needs sensitivity training."
  • 14:38 - 14:40
    Other people will say, "Well, get off it.
  • 14:40 - 14:42
    That's political correctness run amok,
  • 14:42 - 14:44
    he made a stupid statement, move on."
  • 14:44 - 14:47
    My argument is, he doesn't need
    sensitivity training.
  • 14:47 - 14:48
    He needs leadership training,
  • 14:48 - 14:50
    because he's being a bad leader,
  • 14:50 - 14:53
    because in a society with gender diversity
    and sexual diversity --
  • 14:53 - 14:54
    (Applause)
  • 14:54 - 14:56
    and racial and ethnic diversity,
  • 14:56 - 14:59
    you make those kind of comments,
    you're failing at your leadership.
  • 14:59 - 15:01
    If we can make this point that I'm making
  • 15:01 - 15:04
    to powerful men and women in our society
  • 15:04 - 15:07
    at all levels of institutional
    authority and power,
  • 15:07 - 15:10
    it's going to change
    the paradigm of people's thinking.
  • 15:11 - 15:12
    You know, for example,
  • 15:12 - 15:14
    I work a lot in college
    and university athletics
  • 15:14 - 15:16
    throughout North America.
  • 15:17 - 15:21
    We know so much about how to prevent
    domestic and sexual violence, right?
  • 15:22 - 15:24
    There's no excuse
    for a college or university
  • 15:24 - 15:27
    to not have domestic and sexual
    violence prevention training
  • 15:27 - 15:30
    mandated for all student athletes,
    coaches, administrators,
  • 15:30 - 15:32
    as part of their educational process.
  • 15:32 - 15:35
    We know enough to know
    that we can easily do that.
  • 15:35 - 15:37
    But you know what's missing?
    The leadership.
  • 15:37 - 15:39
    But it's not the leadership
    of student athletes.
  • 15:39 - 15:41
    It's the leadership
    of the athletic director,
  • 15:41 - 15:44
    the president of the university,
    the people in charge
  • 15:44 - 15:45
    who make decisions about resources
  • 15:45 - 15:49
    and who make decisions about priorities
    in the institutional settings.
  • 15:49 - 15:51
    That's a failure, in most cases,
    of men's leadership.
  • 15:51 - 15:53
    Look at Penn State.
  • 15:53 - 15:57
    Penn State is the mother of all teachable
    moments for the bystander approach.
  • 15:57 - 15:59
    You had so many situations in that realm
  • 15:59 - 16:03
    where men in powerful
    positions failed to act
  • 16:03 - 16:05
    to protect children, in this case, boys.
  • 16:05 - 16:07
    It's unbelievable, really.
  • 16:07 - 16:10
    But when you get into it,
    you realize there are pressures on men.
  • 16:10 - 16:12
    There are constraints
    within peer cultures on men,
  • 16:12 - 16:17
    which is why we need to encourage men
    to break through those pressures.
  • 16:17 - 16:19
    And one of the ways to do that is to say
  • 16:19 - 16:22
    there's an awful lot of men
    who care deeply about these issues.
  • 16:22 - 16:23
    I know this, I work with men,
  • 16:23 - 16:25
    and I've been working
    with tens of thousands,
  • 16:25 - 16:28
    hundreds of thousands of men
    for many decades now.
  • 16:28 - 16:30
    It's scary, when you think
    about it, how many years.
  • 16:30 - 16:34
    But there's so many men
    who care deeply about these issues,
  • 16:34 - 16:36
    but caring deeply is not enough.
  • 16:36 - 16:38
    We need more men with the guts,
  • 16:38 - 16:42
    with the courage, with the strength,
    with the moral integrity
  • 16:42 - 16:46
    to break our complicit silence
    and challenge each other
  • 16:46 - 16:48
    and stand with women and not against them.
  • 16:48 - 16:50
    By the way, we owe it to women.
  • 16:50 - 16:51
    There's no question about it.
  • 16:51 - 16:53
    But we also owe it to our sons.
  • 16:53 - 16:56
    We also owe it to young men
    who are growing up all over the world
  • 16:56 - 16:59
    in situations where they didn't
    make the choice
  • 16:59 - 17:02
    to be a man in a culture that tells them
    that manhood is a certain way.
  • 17:02 - 17:04
    They didn't make the choice.
  • 17:04 - 17:09
    We that have a choice, have an opportunity
    and a responsibility to them as well.
  • 17:09 - 17:12
    I hope that, going forward, men and women,
  • 17:12 - 17:14
    working together, can begin the change
  • 17:14 - 17:16
    and the transformation that will happen
  • 17:16 - 17:19
    so that future generations
    won't have the level of tragedy
  • 17:19 - 17:21
    that we deal with on a daily basis.
  • 17:21 - 17:22
    I know we can do it, we can do better.
  • 17:22 - 17:24
    Thank you very much.
Title:
Violence against women—it's a men's issue
Speaker:
Jackson Katz
Description:

Domestic violence and sexual abuse are often called "women’s issues.” But in this bold, blunt talk, Jackson Katz points out that these are intrinsically men’s issues -- and shows how these violent behaviors are tied to definitions of manhood. A clarion call for us all -- women and men -- to call out unacceptable behavior and be leaders of change.

more » « less
Video Language:
English
Team:
closed TED
Project:
TEDTalks
Duration:
17:40

English subtitles

Revisions Compare revisions