Problem connecting to Twitter. Please try again.
Problem connecting to Twitter. Please try again.
Problem connecting to Twitter. Please try again.
Problem connecting to Twitter. Please try again.
Problem connecting to Twitter. Please try again.

Return to Video

Violence against women—it's a men's issue | Jackson Katz | TEDxFiDiWomen

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

more » « less
Video Language:
English
Team:
closed TED
Project:
TEDxTalks
Duration:
19:07

English subtitles

Revisions Compare revisions