GENDER BASED VIOLENCE AND COMMUNITY WELLBEING

Tutorial Structure

Note: given that this tutorial aims to elicit personal understandings, there is no memorandum
of model answers.

1. Introduction (10 minutes)

 Briefly recap Manganyi's four constituents. Emphasize that these concepts shape
everyone's experience, although in different ways depending on social identities.
 Introduce the concept of implicit bias and its potential impact on perceptions and
judgments.

2. Implicit Bias Test (15 minutes)

 Have students individually take a short online implicit bias test:

https://implicit.harvard.edu/implicit/selectatouchtest.html
 Choose ONE test that you are interested to know about your implicit bias. The most
suitable ones for the purpose of the tutorial on GBV are: Transgender, Weapons,
Race, Skin-tone, Sexuality, Age.
 Important: Frame the test results as a starting point for reflection, not a definitive
judgment of personal beliefs.

Implicit Bias Test Briefing (5 minutes before the test itself):

 Explain Implicit Bias: "Implicit biases are unconscious associations or attitudes we

hold towards different groups of people. They're shaped by our experiences, the
media, and broader social messages. Importantly, everyone has implicit biases,
regardless of our conscious beliefs or intentions."
 Purpose of the Test: "The test we're about to take offers a snapshot of some potential
implicit biases you might hold. The goal isn't to judge you, but to help you become
more aware of the unconscious influences that can shape how we perceive the world
and others."
 Confidentiality and Reflection: "This is entirely optional. You'll get a results page,
but you don't need to share it with anyone or press the submit button. Instead, use the
results to inform your reflections as we discuss the tutorial questions. There is no right
or wrong answer – focus on how it makes YOU think about the power dynamics we'll
be discussing."
 Reassurance: "It's important to remember that implicit biases don't define who you
are as a person. Becoming aware of them is the first step towards challenging these
subconscious influences and making fairer, more conscious judgments."

3. Guided Reflection (25 minutes)

 Divide students into pairs or small groups.

 Distribute a handout with the questions you provided about each of Manganyi's
constituents. (This will be a print out of the section of the slides which you will find in
my pigeon hole).
 Instruct students to:
 o Individually reflect on the questions from their own lived experience, jotting
down some personal notes.
o Discuss and share their reflective notes within their pairs/groups. Focus on
how their experiences connect to ideas of power, privilege, and systemic
impact.

4. Class Discussion (15 minutes)

 Reconvene and ask each pair/group to share a key insight from their discussion,
focusing on one of Manganyi's constituents.
 Connect the insights drawn from reflection back to the implicit bias test. For example:
o How might implicit bias have subconsciously shaped their responses around
"good" and "bad" bodies?
o Did the students' personal reflections shed light on feelings of "otherness"
related to their race, gender, or other social identities?

5. GBV Connection (10 minutes)

 Briefly explain how Manganyi's framework can illuminate the power dynamics and
social forces that often contribute to GBV.
 Ask students to consider how the issues raised in their reflections (hypervisibility,
alienation, etc.) might increase vulnerability or shape the perpetrator mentality.

Key Considerations:

 Safety and Sensitivity: Ensure a respectful and safe environment for vulnerable
conversations. Remind students that sharing is optional.
 Intersectionality: Acknowledge that while Manganyi's focus is on the Black
experience, these factors intersect with gender, class, sexual orientation, and other
identities to create unique experiences of vulnerability and power.
 Open-endedness: The goal isn't to provide definitive answers about GBV but to
encourage students to see how systemic forces, explored through Manganyi's lens,
shape experiences potentially connected to violence.

This structure allows your students to:

 Gain an awareness of their own implicit biases.

 Connect their personal experiences to the broader social structures Manganyi
describes.
 Make connections between those structures and the vulnerability/perpetrator
dynamics that can play a role in GBV.

By emphasizing reflection and connection to personal lived experiences, you will make
the material relevant for all students, regardless of their race.