Case Study

Due 7 Apr by 17:00

Points 100
Submitting a text entry box or a file upload

Case Study Assignment (40%):

Aim:
Students will choose a real-world case study related to violence, covering structural
violence, gender-based violence, or violence against vulnerable populations, either
from the required readings or external sources. The assignment aims to develop
analytical skills in understanding the nuances of the chosen case and weighs 40% of
your entire grade.
1. Case Selection:
o Choose a case study that resonates with your interests and aligns with the
course's focus on violence dimensions. Either choose one of the three
dimensions (structural, gender-based, of violence against vulnerable
populations) or draw a clear intersectional link.
o The case study can be from required readings or external sources.
2. Analysis of Dimensions:
o Thoroughly analyse the chosen case study with a focus on the specified
dimensions of violence.
o Explore systemic and institutional factors contributing to violence, as
applicable.
3. Contextualisation:
o Understand the broader context of the case, including historical, cultural, and
socio-economic factors.
o Relate the case to relevant theories and concepts discussed in the course.
4. Impact Assessment:
o Assess the impact of violence on individuals, communities, and society.
o Consider physical, psychological, and social consequences.
5. Ethical Considerations:
o Reflect on the ethical dimensions of the case, considering human rights and
social justice.
o Identify the responsibilities of social workers in addressing the violence.
6. Intervention Strategies:
o Propose effective intervention strategies based on the analysis.
o Identify potential areas for policy change, community engagement, or support
services.
7. Critical Reflection:
o Critically reflect on personal perspectives and biases throughout the analysis.
 o Discuss the challenges and limitations encountered in understanding and
addressing the violence.

8. References
o Cite all sources in a consistent citation style (e.g., APA 7).
o Ensure accuracy and completeness of reference information.
o Consider including grey literature focusing on decolonial authors and workers.

9. Presentation:
 The document should be formatted with 12-point Times New Roman font,
double-spaced throughout, and have 1-inch margins on all sides. The title
page should include the title of the paper, the author's name, topic name,
submitted to, submission date, word count, and institutional affiliation, all
centred on the page. Number your pages.
 Word limit: 1500 words (excluding the references, subtitles, titles)
 Use headings and subheadings to enhance clarity.

Reference Instructions:
BSW Students (Minimum 7, Maximum 14 References):

1. Include a mix of peer-reviewed scholarly articles, books, and reputable online

sources.
2. Diversify your sources to represent a well-rounded understanding of the chosen
case study.
3. Ensure the references are current and relevant to the analysis.

Honours Students (Minimum 11, Maximum 16 References):

1. Include a higher proportion of peer-reviewed journal articles and academic

books.
2. Demonstrate an in-depth exploration by referring to a variety of perspectives and
theories.
3. Consider including seminal works and research that contributes to the theoretical
framework.

General Tips:
 Use clear and concise language, avoiding jargon unless defined or explained.
 Proofread your work for grammatical errors and clarity.
 Demonstrate critical thinking by engaging with and synthesising various
perspectives.

Rubric
Case Study

Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeIntroductio
n
Case study aligns
with the course's
focus on violence 10 Pts 7.5 Pts 5 Pts 2.5 Pts
Excellent Good Satisfactory Needs
dimensions The introduction The The introduction Improvement
(structural, gender- is highly introduction is is basic but The introduction
based, of violence engaging and clear and aligns aligns with the is unclear or
against vulnerable effectively aligns with the course's focus does not align
populations) or with the course's course's focus on violence with the course's
focus on violence on violence dimensions. focus on
draw a clear dimensions. dimensions. Demonstrates a violence
intersectional link. Clearly Demonstrates a limited dimensions.
demonstrates an good understanding of Lacks an
10 pt
understanding of understanding structural, understanding
structural, of either gender-based, or of structural, s
gender-based, or structural, violence against gender-based, or
violence against gender-based, vulnerable violence against
vulnerable or violence populations. vulnerable
populations. against Attempts to populations.
Establishes a vulnerable establish an
clear and populations. intersectional
compelling link.
intersectional
link (where/if
applicable).
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeAnalysis
and
Contextualisation
Thorough analysis 20 to >15.0 Pts 15 to >10.0 Pts 10 to >5.0 Pts 5 to >0 Pts
of the chosen case Excellent Good Satisfactory Needs
study with a focus Provides a Offers a solid Provides a basic Improvement
on the specified comprehensive analysis of the analysis of the Fails to provide
dimensions of and insightful case study with a case study with a meaningful
analysis of the focus on the some attention analysis of the
violence. chosen case specified to the specified case study.
Explores systemic study. dimensions of dimensions of Lacks
and institutional Demonstrates a violence. violence. understanding
factors contributing deep Demonstrates Demonstrates a of the specified
to violence. understanding of understanding of limited dimensions of
the specified systemic and understanding violence and
Understands the dimensions of institutional of systemic and systemic factors
broader context of violence. factors institutional contributing to 20 pt
the case, including Thoroughly contributing to factors violence. s
historical, cultural, explores systemic violence. contributing to Shows little to
and socio-economic and institutional Recognises and violence. no
factors incorporates Includes consideration of
factors. contributing to some aspects of minimal the broader
violence. the broader consideration of context.
Displays a context. the broader
nuanced context.
understanding of
the broader
context, including
historical,
cultural, and
socio-economic
factors.
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeImpact
Assessment
Assesses the impact
of violence on 16 to >13.0 Pts 13 to >9.0 Pts 9 to >5.0 Pts 5 to >0 Pts
Excellent Good Satisfactory Needs
individuals, Provides a Offers a solid Provides a basic Improvement
communities, and thorough and assessment of assessment of Fails to provide
society. insightful the impact of the impact of a meaningful
Considers physical, assessment of the violence, violence, with assessment of
psychological, and impact of covering some coverage the impact of
violence on individuals, of individuals, violence. Lacks
social individuals, communities, communities, coverage of
consequences. communities, and and society. and society. individuals,
society. Considers Addresses communities, 16 pt
Considers physical, physical, and society.
physical, psychological, psychological, Shows little to s
psychological, and social and social no
and social consequences consequences to understanding
consequences in a adequately. a limited extent. of the
comprehensive Demonstrates a Demonstrates a consequences
manner. good limited of violence.
Demonstrates a understanding understanding of
deep of the diverse the various
understanding of effects of effects of
the multifaceted violence. violence.
effects of
violence.
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeEthical
Consideration
Reflects on the
ethical dimensions 16 to >13.0 Pts 13 to >9.0 Pts 9 to >5.0 Pts 5 to >0 Pts
of the case, Excellent Good Satisfactory Needs
considering human Provides a Offers a solid Provides a basic Improvement
comprehensive reflection on the reflection on the Fails to provide
rights and social
and insightful ethical ethical a meaningful
justice. reflection on the dimensions of dimensions of reflection on the
Identifies the ethical the case, the case, with ethical
responsibilities of dimensions of considering some dimensions of
social workers in the case, human rights consideration of the case. Lacks
considering and social human rights consideration of
addressing the
human rights and justice. and social human rights
violence. social justice. Identifies and justice. and social
Clearly identifies analyses the Identifies and justice. Shows 16 pt
and analyses the responsibilities analyses the little to no s
responsibilities of social responsibilities understanding
of social workers workers in of social of the
in addressing the addressing the workers in responsibilities
violence. violence addressing the of social
Demonstrates a adequately. violence to a workers in
nuanced Demonstrates a limited extent. addressing the
understanding of good Demonstrates a violence.
ethical understanding of basic
considerations ethical understanding of
and their considerations ethical
implications for in the context of considerations in
social work social work. social work.
practice.
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeInterventio
n Strategies
Proposes effective
intervention
strategies based on 16 to >13.0 Pts 13 to >9.0 Pts 9 to >5.0 Pts 5 to >0 Pts
the analysis. Excellent Good Satisfactory Needs
Identifies potential Proposes highly Proposes solid Provides basic Improvement
effective intervention intervention Fails to provide
areas for policy intervention strategies based strategies based meaningful
change, community strategies based on the analysis on the analysis intervention
engagement, or on a thorough of the case. of the case. strategies based
support services. analysis of the Identifies and Identifies and on the analysis
case. Identifies articulates articulates of the case.
and articulates potential areas potential areas Lacks
potential areas for for policy for policy identification or
policy change, change, change, articulation of 16 pt
community community community potential areas
engagement, or engagement, or engagement, or for policy s
support services support services support services change,
in a effectively. to a limited community
comprehensive Demonstrates a extent. engagement, or
and innovative good Demonstrates a support services.
manner. understanding basic Shows little to
Demonstrates a of how understanding no
deep interventions of how understanding of
understanding of align with the interventions how
how interventions analysis and the align with the interventions
align with the broader context. analysis and the align with the
analysis and the broader context. analysis and the
broader context. broader context.
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeConclusion
and Reflection
Critically reflects
on personal
perspectives and
biases throughout 10 Pts 7.5 Pts 5 Pts 2.5 Pts
the analysis. Excellent Good Satisfactory Needs
Discusses Provides a highly Presents a solid Provides a basic Improvement
challenges and insightful and critical critical Fails to provide
comprehensive reflection on reflection on a meaningful
limitations critical reflection personal personal critical reflection
encountered in on personal perspectives perspectives on personal
understanding and perspectives and and biases and biases perspectives and
addressing the biases throughout throughout the throughout the biases
violence by the analysis. analysis. analysis. throughout the
Offers a thorough Discusses Discusses analysis. Offers
concluding the discussion of challenges and challenges and minimal or no
assignment. 10 pt
challenges and limitations limitations discussion of
limitations encountered in encountered in challenges and s
encountered in understanding understanding limitations
understanding and addressing and addressing encountered in
and addressing the violence the violence to a understanding
the violence. The adequately. The limited extent. and addressing
conclusion conclusion The conclusion the violence. The
effectively ties effectively summarises key conclusion is
together key summarises key points from the either missing or
points from the points from the analysis in a lacks a
analysis and analysis. basic manner. meaningful
leaves a lasting summary of key
impact. points from the
analysis.
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomePresentatio
n
The document is
formatted with 12- 6 Pts 4.5 Pts 1.5 Pts
point Times New Excellent Good Needs Improvement
The document is The document is mostly The document deviates
Roman font.
consistently formatted formatted with a 12- significantly from the
Double-spaced with a 12-point Times point Times New formatting guidelines.
throughout with 1- New Roman font. Roman font. Double- Double-spacing,
inch margins on all Double-spacing is spacing is generally margins, and font size
sides. Title page maintained throughout maintained with 1-inch are inconsistent,
includes necessary with 1-inch margins margins on all sides, affecting readability.
on all sides. The title though some The title page lacks
information page is well- inconsistencies may be necessary information
centred. Numbered organized, centred, present. The title page and organisation. Pages
pages. Word limit and includes all includes necessary are not numbered or 6 pts
adhered to. necessary information. information but may lack consistent
All pages are lack some organisation. numbering. The
appropriately Pages are numbered document does not
numbered. The with occasional adhere to the specified
document adheres to omissions. The word limit. Headings
the specified word document generally and subheadings are
limit. Effective use of adheres to the specified either absent or
clear and consistent word limit, with slight contribute to confusion
headings and variations. Uses rather than clarity.
subheadings enhances headings and
overall clarity. subheadings, but may
lack consistency in style
or clarity.
 Case Study

Criteria Ratings Pts

This criterion is
linked to a learning
outcomeReferences
Cites all sources in
a consistent citation
style (APA 7). 6 Pts 4.5 Pts 3 Pts 1.5 Pts
Excellent Good Satisfactory Needs
Ensures accuracy Cites all Cites all sources Cites most Improvement
and completeness sources in a in a consistent sources in a Fails to cite
of reference consistent citation style consistent sources in a
information. citation style with minor citation style consistent
Considers including with precision inconsistencies. with noticeable citation style
and accuracy. Demonstrates inconsistencies. with significant
grey literature Ensures the good accuracy Shows basic inconsistencies.
focusing on completeness and accuracy and Lacks accuracy
decolonial authors and accuracy completeness of completeness in and completeness
and workers. of reference reference reference in reference 6 pts
information for information. information. information.
all sources. Attempts to Includes some Does not
Thoughtfully include relevant attempt to consider or
considers and grey literature, consider grey includes minimal
includes with some focus literature, with effort to include
relevant grey on decolonial limited focus on relevant grey
literature, authors and decolonial literature,
particularly workers. authors and particularly
focusing on workers. focusing on
decolonial decolonial
authors and authors and
workers. workers.

Total points: 100

Resources
Week 1
What is violence?
Over the course of this semester, we will be thinking deeply about violence in all of its forms, from
the interpersonal to the collective, and the structural to the systemic, as well as those violences
perpetrated by, or in the name of, the ‘state’ (war, terrorism, mass killings, genocide).
This week, we kick things off by thinking critically about what violence means.
We encourage you to reflect on the following 'thinking questions', both now and as you progress
through the semester:
o Is all violence the same?
 o Is violence always a problem or is it acceptable / necessary in certain forms and
circumstances? Who decides?

o What distinguishes one ‘type’ of violence from another?

o Why are some violences punished, other violences ‘treated’, and others ignored?

Required Reading:
Ray, L. (2018). What is violence? In Violence and society (2nd ed.) (pp. 1-13). Sage.

Resources (Web):
 Centre for Study of Violence, Newcastle
University https://www.newcastle.edu.au/research/centre/csov
 Podcast series ‘Violence and its
histories’ https://www.newcastle.edu.au/research/centre/csov/podcast-violence-and-its-
histories
 Video: What is violence? (Professor John Horne, Centre for the History of
Violence)https://youtu.be/Ehxmyn77W3YLinks to an external site.
 Video: What is violence? (Joanna Burke)https://youtu.be/wETPddqoTPsLinks to an external
site.

Week 2
Violence and/as inequality: Structural violence
This week, we set the scene for a broader conceptualisation of violence; staking out a space for
thinking critically about violence that moves beyond the conventional focus on individuals and
behaviours, to the violence of inequality. You will be introduced to Galtung's notion of the 'violence
triangle' as one way of understanding violence and the structural and cultural dimensions that
enable it. We will also explore the politics of identity and knowledge that manifest in violence
against difference (‘race’, gender, sexuality, class, and so on), and the cumulative, intergenerational
violences of colonisation.
Questions for reflection:
 What does inequality have to do with violence?
 How do ‘race’, class, and violence intersect?
 How are the targets of harm constructed?
 What is the relevance of colonisation, its continuing practices and impacts, to
understanding First Nations peoples’ experiences of violence?

Required reading:
 Fraser, H. & Seymour, K. (2017). Class, race, religion, violence and abuse. In Understanding
violence and abuse (chapter 4). Fernwood Press.
 Buxton-Namisnyk, E. (2022). Domestic violence policing of First Nations women in Australia:
‘Settler’ frameworks, consequential harms and the promise of meaningful self-
determination. The British Journal of Criminology, 62(6),1323–
1340. https://doi.org/10.1093/bjc/azab103Links to an external site.
Resources (web)
 Histories of violence https://www.historiesofviolence.com/Links to an external site.
 Structural violence (What is structural violence …?), The Community-Based Global Learning
Collaborative) https://www.cbglcollab.org/structural-violenceLinks to an external site.
 Epistemic violence (Claudia Brunner) https://epistemicviolence.aau.at/index.php/en/home-
2/Links to an external site.
 Institute of Non-Violence https://ionv.com.au/Links to an external site.
  The Violence and Society Centre (University of
London) https://researchcentres.city.ac.uk/violence-and-societyLinks to an external site.
 Video: Frontier Massacres in the Australian Colonies with Professor Lyndall
Ryanhttps://youtu.be/X1oPQIN14Uc?si=HYRpRAWwFEdnhG5ZLinks to an external site.
 Links to an external site.Video: The history of violence Professor Philip Dwyer (University of
Newcastle's Centre for the History of Violence) https://youtu.be/xZ1UllDCpQ4Links to an
external site.

Week 3
Gender, power and violence
It should, by now, be becoming clear that violence - as we approach it in this topic - is not simply an
individual problem but, rather, is '… embedded in social and cultural relationships' (Ray, 2011, p. 21).
Our focus this week is on the power relations associated with gender - including ideas about what
it means to be a man or a woman, what is ‘natural’ or innate, and so on - that enable violence
Questions to consider:
o What is gendered violence?
o Why do we refer to only certain forms of violence as gendered? Whose gender
are we referring to?
o Does the existence of domestic violence in LBGTIQ relationships negate the
importance of gender and power?
Required reading:
Pease, B. (2021). Gender order and the patriarchal dividend. In Undoing privilege: Unearned
advantage in a divided world (chapter 5). Zed Books.
Pease, B. (2021). Gendering violence: Theorising the links between men, masculinities and violence.
In M. Husso, S. Karkulehto, T. Saresma, A. Laitila, J. Eilola, & H. Siltala. (Eds) Violence, gender and
affect (pp. 71-90). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56930-3_4
Other references and resources:
Textbook ‘Gender inequalities and violence’ & ‘Contemporary contexts’ (pp. 42-45)

Buiten, D. (2022). The gender(-based violence) wars. In Familicide, gender and the media. Springer.
https://doi.org/10.1007/978-981-19-5626-3_2

Fraser, H. & Seymour, K. (2017). Gender, sexuality, violence and abuse. In Understanding violence
and abuse (chapter 5). Fernwood Publishing.

Heilman, B. & Barker, G. (2018). Masculine norms and violence: Making the connections.
PromundoUS. https://www.equimundo.org/wp-content/uploads/2018/04/Masculine-Norms-and-
ViolenceMaking-the-Connection-20180424.pdf

James-Hawkins, L. & Ryan-Flood, R. (Eds.) (2024). Consent: Gender, power and subjectivity.
Routledge

Javaid, A. (2022). Contextualising and understanding masculinities and sexualities. In Violence in

everyday life: Power, gender and sexuality (pp. 11-48). Zed Books.

Jones, A. (2000) Gendercide and genocide, Journal of Genocide Research, 2(2), 185-211. DOI:
https://doi.org/10.1080/713677599

McKinley, C. (2023). Understanding Indigenous gender relations and violence: Becoming gender
AWAke. Springer.
Shepherd, L. J. (Ed.). (2019). Handbook on Gender and Violence. Edward Elgar Publishing.
https://doi.org/10.4337/9781788114691

Walklate, S. (2018). ‘Seeing’ gender, war and terror. Criminology & Criminal Justice, 18(5), 617-630.
https://doi.org/10.1177/1748895818780193

Week 4
Violence against women
Violence against women (VAW) encompasses a broad range of in/actions, including those
perpetrated by the state, that occur within the context of structural gender inequality. It is,
according to UN Women (2016), 'perhaps the most widespread and socially tolerated form of human
rights violations'.
Forms of VAW include ‘domestic’ violence (i.e. that which takes place in the ‘home’ and/or within
the interpersonal context), sexual harassment and sexual violence, sexual exploitation and
trafficking, forced and child marriage. violence committed in the name of ‘honour’, prenatal sex
selection and female infanticide, acid-throwing, dowry-related violence, and female genital
mutilation/cutting.
This week we consider the various forms and manifestations of violence against women, and the
complexities associated with visibility and privacy in this context. We will also look into the
relationship between VAW and gender in/equality - which (spoiler alert) is not as a straightforward
as it may seem!
Questions to consider:
o How do the ways in which we see the world (our world-view) shape our
understandings of violence?
o Are 'violence against women' and 'gendered violence' the same thing?
o Does violence against women impact only on women?
o What does gender inequality have to do with violence against women?

Required reading:
Javaid, A. (2022). Global violence. In Violence in everyday life: Power, gender and sexuality (pp. 179-
205). Zed Books.

Anthias, F. (2014). The Intersections of Class, Gender, Sexuality and 'Race': The Political Economy of
Gendered Violence. International Journal of Politics, Culture, and Society, 27(2),
153–171. https://doi.org/10.1007/s10767-013-9152-9Links to an external site.

Other references and resources:

Walsh, D. (2019). The historical influences on contemporary issues of domestic violence. In Working
with domestic violence: Contexts and frameworks for practice (chapter 2). Routledge.

Gill, A. K. (2022). Murder in the Family: Why culture is an insufficient explanation for ‘honour’-based
violence. In The Routledge international handbook of domestic violence and abuse (chapter 26).

Wachter, K. & Cook Heffron, L. (2022). Intimate partner violence against women in forced migration.
In The Routledge international handbook of domestic violence and abuse (chapter 27).

Theoretical Texts
Connell, R.W. (1995). Masculinities. (Key text for understanding masculinities.)
Zakaria, R. (2021). Against White Feminism: Notes on Disruption. (Focuses on decolonial feminism
and systemic inequalities.)

Pease, B. (2022). Facing Patriarchy: From a Violent Gender Order to a Culture of Peace. (Explores
masculinity as a system, not individual behavior.)

Katz, J. (2006). The Macho Paradox: Why Some Men Hurt Women and How All Men Can Help. (A
guide for engaging men as allies.)

Contemporary Examples and Digital Culture

Banet-Weiser, S. (2018). Empowered: Popular Feminism and Popular Misogyny. (Discusses digital
misogyny and trends like Gamergate.)

Nagle, A. (2017). Kill All Normies: Online Culture Wars from 4chan and Tumblr to Trump and the Alt-
Right. (Details the rise of the Manosphere.)

Sarkeesian, A. (2015). Tropes vs. Women in Video Games (Video series). (Highlights the gendered
violence in gaming culture.)

Intersectional Feminism and Gendered Violence

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against
Women of Color.

Hooks, B. (2004). The Will to Change: Men, Masculinity, and Love. (Explores how patriarchy harms
men and perpetuates violence.)

Recommended Videos & Podcasts

For students who prefer multimedia content:

🎥 The Red Pill (Documentary) – Examines the rise of men’s rights activism and its impact on
gendered violence.
🎙️Man Enough Podcast – Conversations with men about vulnerability, relationships, and redefining
masculinity.
🎥 TED Talk by Jackson Katz: Violence Against Women—It's a Men's Issue – A call to engage men in
addressing violence.
🎥 Adolescence (Netflix Series): Provides relatable, contemporary insights into how young people
internalise messages about power, gender, and relationships.