Postdigital Bystanding: Youth Experiences of Sexual Violence Workshops in Schools in England, Ireland, and Canada
Bibliographic record
Abstract
In this paper, we report on sexual violence and bystander intervention workshops we developed and researched in England, Ireland, and Canada, through evaluation surveys, observations, and creative arts-based approaches with over 1000 young people (aged 13-18). Whist the young people generally reported benefitting from the intervention, in the context of increasing use of digital technologies amongst youth, we explore the context specific challenges they faced in learning about and being supported through bystander strategies across a wide range of diverse school spaces. We use the term postdigital bystanding to explicitly explore how teen’s digital networks are often connected to the school based ‘real life’ peer group, in ways that complicate clear dis-tinctions between online and offline, arguing these posdigital dynamics have not yet been ade-quately considered in bystanding interventions. We analyse how intersectional community, cul-tural, and identity-specific factors in particular schooling environments shape responses to by-standing in postdigital environments, including how factors of sexism, defensive masculinity, elitism and racism played out in the responses to the workshops. Finally, we illustrate young people’s suggestions that schools need to cultivate better safety and support strategies for youth in order to make postdigtal bystander interventions more responsive and therefore effective in chal-lenging and preventing sexual violence in society.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".