Şiddetin Önlenmesinde, Cinsiyet Eşitliğinin Desteklenmesinde ve Toplumsal Tutumların Değiştirilmesinde Eğitimin Rolü
Özet
Toplumsal cinsiyete dayalı şiddet (TCDŞ) ve cinsiyet eşitsizliği, bireylerin temel haklarını ihlal eden, sağlık, eğitim ve sosyal yaşamda geniş etkileri olan küresel sorunlardır. Bu sorunlarla mücadelede eğitimin dönüştürücü gücü, bireylerin tutum ve davranışlarını değiştirmenin yanı sıra toplumsal yapıları da dönüştürme potansiyeline sahiptir. Eğitim sistemi içerisinde cinsiyet duyarlı müfredatlar, çocukluktan itibaren şiddet ve ayrımcılıkla mücadele eden bireylerin yetiştirilmesine katkı sunar. Aynı zamanda okul temelli müdahale programları, akran eğitimi, değerler eğitimi, yaratıcı drama ve forum tiyatro gibi yöntemler hem öğrencilere hem de alanda çalışan profesyonellere etkili öğrenme olanakları sunmaktadır.Toplumsal düzeyde farkındalık eğitimleri, yalnızca kadınları değil, erkekleri ve ebeveynleri de kapsayacak biçimde tasarlanmalı; erkeklik normlarının sorgulanması ve alternatif davranış modellerinin geliştirilmesi hedeflenmelidir. Kadınların güçlendirilmesine yönelik eğitimler, şiddeti tanıma, haklarını öğrenme ve başvuru mekanizmalarına erişim açısından kritik önem taşır. Eğitim yalnızca bireylerle sınırlı kalmamalı, sağlık çalışanları, öğretmenler, sosyal hizmet uzmanları, kolluk kuvvetleri ve hukukçular gibi çok disiplinli alanlara yayılmalıdır. Bu gruplara yönelik düzenli, uygulamalı ve travma bilgili eğitimler, şiddet mağdurlarına yönelik bütüncül destek sunulmasını sağlar. Ancak bu eğitimlerin etkili olabilmesi için kültürel direnç, yapısal engeller ve cinsiyet körü politikalarla yüzleşilmesi gerekir. Eğitim sisteminin eşitlikçi bir yapıya kavuşması, öğretmen yetiştirme programlarının güncellenmesi ve kurumsal mekanizmaların güçlendirilmesi bu açıdan önemlidir.
Gender-based violence and gender inequality are global problems that violate individuals' fundamental rights and have far-reaching impacts on health, education, and social life. In combating these problems, the transformative power of education has the potential to change not only the attitudes and behaviors of individuals but also societal structures. Gender-sensitive curricula within the education system contribute to raising individuals who combat violence and discrimination from childhood. At the same time, school-based intervention programs, peer education, values education, creative drama, and forum theatre offer effective learning opportunities for both students and professionals working in the field. Awareness training at the societal level should be designed to include not only women but also men and parents; it should aim to question masculine norms and develop alternative behavioral models.Training aimed at empowering women is critical in terms of recognizing violence, learning about their rights, and accessing recourse mechanisms. Education should not be limited to individuals but should extend to multidisciplinary fields such as healthcare workers, teachers, social workers, law enforcement, and lawyers. Regular, hands-on, and trauma-informed training for these groups ensures holistic support for victims of violence. However, for these trainings to be effective, cultural resistance, structural barriers, and gender-blind policies must be confronted. In this regard, establishing an egalitarian structure in the education system, updating teacher training programs, and strengthening institutional mechanisms are crucial.
Referanslar
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Flood, M., & Pease, B. (2006). The factors influencing community attitudes in relation to violence against women: A critical review of the literature. Victorian Health Promotion Foundation.
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Kesgin, M. T., & Tok, H. H. (2023). The impact of drama education and in-class education on nursing students' attitudes toward violence against women: A randomized controlled study. Nurse Education Today, 125, 105779.
Keleşoğlu, S., & Esen, Y. (2020). Sosyal bilgiler öğretmen adaylarının kadına yönelik şiddet tutumlarının incelenmesi. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 273-298.
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Kim, C. R., & Free, C. (2008). Recent evaluations of the peer-led approach in adolescent sexual health education: A systematic review. Perspectives on Sexual and Reproductive Health, 40(3), 144–151.
Kimmel, M. (2008). Guyland: The perilous world where boys become men. Harper.
Lauzen, M. M. (2018). Boxed in 2017–18: Women on screen and behind the scenes in television. Center for the Study of Women in Television and Film.
Lombardo, E., & Meier, P. (2006). Gender mainstreaming in the EU: Incorporating a feminist reading? European Journal of Women's Studies, 13(2), 151–166.
Magwegwe, E. (2024). Breaking the silence: Participatory forum theatre and gender-based violence prevention in mining communities. A case study of Makusha, Midlands Province, Zimbabwe. Society, 1–10.
Metin, S., Yükselbaba, Ü., Kayak, S., & Akün, V. N. (2022). Toplumsal cinsiyet eşitliğine dayalı bir hukuk eğitimi modeli geliştirilmesi çerçevesinde İstanbul Üniversitesi Hukuk Fakültesi öğrencilerinde toplumsal cinsiyet algısı analizi. İstanbul Hukuk Mecmuası, 80(4), 1413–1470.
Moroğlu, N. (2012). Kadına yönelik şiddet ve uluslararası sözleşmeler. İstanbul Barosu Dergisi, 86(5), 88–102.Mor çatı vakfı (2025). Kadına Yönelik Şiddet Nedir? https://morcati.org.tr/
Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 703–733). Psychology Press.
Nussbaum, M. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press.
O'Doherty, L., Hegarty, K., Ramsay, J., Davidson, L. L., Feder, G., & Taft, A. (2015). Screening women for intimate partner violence in healthcare settings. Cochrane Database of Systematic Reviews, (7).
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Referanslar
Aile ve Sosyal Hizmetler Bakanlığı. (2023). Acil durumlarda kadına yönelik şiddet eğitimi başladı. https://www.aile.gov.tr/eydb/haberler/acil-durumlarda-kadina-yonelik-siddet-egitimi-basladi
Arizona State University. (2025). Gender-based violence certificate program. Arizona State University School of Social Work. https://socialwork.asu.edu/gender-violence/education/courses
Bem, S. L. (1995). Gender schema theory and its implications for child development: Raising gender-aschematic children in a gender-schematic society. Signs, 20(4), 783–803.
Boal, A. (2000). Theatre of the oppressed (C. A. McBride, Trans.). Pluto Press.
Butler, J. (2004). Undoing gender. Routledge.
Campbell, J. C. (2002). Health consequences of intimate partner violence. The Lancet, 359(9314), 1331–1336. https://doi.org/10.1016/S0140-6736(02)08336-8
Canikoğlu, S. K. (2015). Kadınlara yönelik şiddetin ve ev içi şiddetin önlenmesine dair ulusal ve uluslararası mevzuat (İstanbul Sözleşmesi ve 6284 sayılı Kanun). Ankara Barosu Dergisi, (3), 355–378.
Council of Europe. (2016). Guaranteeing Equal Access of Women to Justice. Strasbourg: Council of Europe. https://www.coe.int/en/web/genderequality/equal-access-of-women-to-justice
Connell, R. (2020). Gender: In world perspective. John Wiley & Sons.
Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & Society, 19(6), 829–859.
Crooks, C. V., Scott, K., Ellis, W., & Wolfe, D. A. (2011). Impact of a universal school-based violence prevention program on violent delinquency: Distinctive benefits for youth with maltreatment histories. Child Abuse & Neglect, 35(6), 393–400.
Devries, K. M., Mak, J. Y. T., García-Moreno, C., et al. (2013). The global prevalence of intimate partner violence against women. Science, 340(6140), 1527–1528.
EIGE. (2021). Gender-based violence. https://eige.europa.eu
Equality Now. (2022). Legal aid and international law: Why it matters for survivors of sexual violence. https://equalitynow.org/news_and_insights/legal-aid-and-international-law-why-it-matters-for-survivors-of-sexual-violence
Etherington, N. A., & Baker, L. L. (2016). Gender-based violence training programs: Online, face-to-face and blended formats. Centre for Research & Education on Violence Against Women & Children. https://www.gbvlearningnetwork.ca/our-work/reports/report_2016_2.html
Feder, G., Hutson, M., Ramsay, J., & Taket, A. R. (2006). Women exposed to intimate partner violence: Expectations and experiences when they encounter health care professionals: A meta-analysis of qualitative studies. Archives of Internal Medicine, 166(1), 22–37.
Feder, G., Ramsay, J., Dunne, D., Rose, M., Arsene, C., Norman, R., ... & Taket, A. (2009). How far does screening women for domestic (partner) violence in different health-care settings meet criteria for a screening programme? Systematic reviews of nine UK National Screening Committee criteria. Health Technology Assessment, 13(16), 1–349.
Flood, M. (2011). Involving men in efforts to end violence against women. Men and Masculinities, 14(3), 358–377.
Flood, M. (2020). Engaging men and boys in violence prevention. In Men, masculinities and intimate partner violence (pp. 155–169). Routledge.
Flood, M., & Pease, B. (2006). The factors influencing community attitudes in relation to violence against women: A critical review of the literature. Victorian Health Promotion Foundation.
Flood, M., Fergus, L., & Heenan, M. (2009). Respectful relationships education: Violence prevention and respectful relationships education in Victorian secondary schools. Department of Education and Early Childhood Development.
Flood, M. (2011). Involving men in efforts to end violence against women. Men and Masculinities, 14(3), 358-377.
Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
freire, P. (2021). Education for critical consciousness. Continuum.
García-Moreno, C., Hegarty, K., d'Oliveira, A. F. L., Koziol-McLain, J., Colombini, M., & Feder, G. (2015). The health-systems response to violence against women. The Lancet, 385(9977), 1567–1579.
Guedes, A., Bott, S., Garcia-Moreno, C., & Colombini, M. (2016). Bridging the gaps: A global review of intersections of violence against women and violence against children. Global Health Action, 9(1), 31516.
Hamberg, K. (2008). Gender bias in medicine. Women's Health, 4(3), 237–243.
Hague, G., Thiara, R., & Mullender, A. (2011). Disabled women and domestic violence: Making the connections. Jessica Kingsley Publishers.
İstanbul Sözleşmesi. (2011). Council of Europe Convention on preventing and combating violence against women and domestic violence (Istanbul Convention). https://istanbulsozlesmesi.org/sozlesmenin-tam-metni/
International Labour Organization (ILO). (2022). The gender gap in leadership. https://www.ilo.org
Kandiyoti, D. (1988). Bargaining with patriarchy. Gender & Society, 2(3), 274–290.
Kesgin, M. T., & Tok, H. H. (2023). The impact of drama education and in-class education on nursing students' attitudes toward violence against women: A randomized controlled study. Nurse Education Today, 125, 105779.
Keleşoğlu, S., & Esen, Y. (2020). Sosyal bilgiler öğretmen adaylarının kadına yönelik şiddet tutumlarının incelenmesi. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 6(2), 273-298.
King, T. L., Kavanagh, A., Scovelle, A. J., & Milner, A. (2020). Associations between gender equality and health: A systematic review. Health Promotion International, 35(1), 27–41.
Kim, C. R., & Free, C. (2008). Recent evaluations of the peer-led approach in adolescent sexual health education: A systematic review. Perspectives on Sexual and Reproductive Health, 40(3), 144–151.
Kimmel, M. (2008). Guyland: The perilous world where boys become men. Harper.
Lauzen, M. M. (2018). Boxed in 2017–18: Women on screen and behind the scenes in television. Center for the Study of Women in Television and Film.
Lombardo, E., & Meier, P. (2006). Gender mainstreaming in the EU: Incorporating a feminist reading? European Journal of Women's Studies, 13(2), 151–166.
Magwegwe, E. (2024). Breaking the silence: Participatory forum theatre and gender-based violence prevention in mining communities. A case study of Makusha, Midlands Province, Zimbabwe. Society, 1–10.
Metin, S., Yükselbaba, Ü., Kayak, S., & Akün, V. N. (2022). Toplumsal cinsiyet eşitliğine dayalı bir hukuk eğitimi modeli geliştirilmesi çerçevesinde İstanbul Üniversitesi Hukuk Fakültesi öğrencilerinde toplumsal cinsiyet algısı analizi. İstanbul Hukuk Mecmuası, 80(4), 1413–1470.
Moroğlu, N. (2012). Kadına yönelik şiddet ve uluslararası sözleşmeler. İstanbul Barosu Dergisi, 86(5), 88–102.Mor çatı vakfı (2025). Kadına Yönelik Şiddet Nedir? https://morcati.org.tr/
Narvaez, D. (2006). Integrative ethical education. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 703–733). Psychology Press.
Nussbaum, M. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press.
O'Doherty, L., Hegarty, K., Ramsay, J., Davidson, L. L., Feder, G., & Taft, A. (2015). Screening women for intimate partner violence in healthcare settings. Cochrane Database of Systematic Reviews, (7).
Özkan, A. (2017). Kadına yönelik şiddetle mücadelede kolluk kuvvetlerinin eğitimi ve rolü. Türkiye Adalet Akademisi Dergisi, 9(2), 215–232.
Plichta, S. B., & Falik, M. (2001). Prevalence of violence and its implications for women’s health. Women’s Health Issues, 11(3), 244–258.
Ridgeway, C. L., & Correll, S. J. (2004). Unpacking the gender system: A theoretical perspective on gender beliefs and social relations. Gender & Society, 18(4), 510–531.
Sadker, D., & Zittleman, K. R. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. Scribner.
Samulowitz, A., Gremyr, I., Eriksson, E., & Hensing, G. (2018). “Brave men” and “emotional women”: A theory-guided literature review on gender bias in health care and how to avoid it. Patient Education and Counseling, 101(3), 430–436.
Sockett, H. (1993). The moral base for teacher professionalism. Teachers College Press.
Stromquist, N. P. (2007). The gender socialization process in schools: A cross-national comparison. Education for All Global Monitoring Report 2008 Background Paper.
SAMHSA (Substance Abuse and Mental Health Services Administration). (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://www.samhsa.gov/sites/default/files/programs_campaigns/trauma-informed-care/SAMHSA_Trauma.pdf
Subrahmanian, R. (2005). Gender equality in education: Definitions and measurements. International Journal of Educational Development, 25(4), 395–407.
Tok, H. H., & Kesgin, M. T. (2025). Effect of drama-education for alcohol/substance user on attitudes toward violence against women: randomized controlled design. BMC public health, 25(1), 1781.
Şen, N. (2018). Kolluk kuvvetlerinin aile içi şiddetle mücadeledeki rolü. Adli Bilimler Dergisi, 13(1), 95–108.
TÜİK. (2022). Toplumsal cinsiyet istatistikleri. https://www.tuik.gov.tr/media/announcements/toplumsal_cinsiyet_istatistikleri_2021.pdf
UN Women. (2021). The role of higher education in promoting gender equality. https://www.unwomen.org
UN Women. (2022). Gender equality: Facts and figures. https://www.unwomen.org/en/articles/facts-and-figures
UN Women. (2024). HeForShe campaign overview. https://www.unwomen.org/en/news-stories/press-release/2024/09/heforshe-marks-ten-years-with-a-movement-of-2-million-gender-equality-activists-welcomes-new-champions
UN Women. (2022). Strategic plan 2022–2025. https://www.unwomen.org/en/digital-library/publications/2021/09/un-women-strategic-plan-2022-2025
UNDP. (2023). Human development report 2023–2024. https://hdr.undp.org/content/human-development-report-2023-24.
UNDP. (2023). Advancing justice: Introducing gender-sensitive legal aid services for all. https://www.undp.org/uzbekistan/press-releases/advancing-justice-introducing-gender-sensitive-legal-aid-services-all
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