Annotations
(05/06/2023 à 14:53:12)

« The central aim of this research is to better understand the situation of abusive conduct within circus schools, or more precisely: the current knowledge, concerns, possibilities and problems on management level within the organizations. In times of #metoo - where sexual abuse and professional misconduct have entered into popular mainstream discourse - artistic schools are lacking research and knowledge on the topic. » (Matthis, 2021, p. 6)

« The main reason I have chosen to look at abuse in circus schools is because they are places where knowledge is passed down between different generations of artists. Here, representatives of an artistic discipline transmit to new students what the discipline is about, what its cultural importance is and who has been empowered to develop the practice. In this sense, students become familiar with the discipline through their encounters with these new forms of knowledge given by cultural gatekeepers. This process happens on many levels and is nurtured through fellow teachers and classmates: students learn by repeating what to do and how not to do it. The knowledge that is transmitted represents a mix of traditional, formalized, and self-experienced ways to learn and develop. I align with Wolfgang's (2013) understanding of artistic education as ongoing processes of identification: “One identifies in and with one’s discipline. Disciplines exert strong influences on teaching, learning environments, and how students learn” (p.55). » (Matthis, 2021, p. 9)

Obstacles aux dénonciations

« The empowering possibility of total immersion allowed within a circus school context is of great benefit to students and teachers alike. However, this necessary process may also give room to foster particular norms that resist differences or change. If abusive conduct occurs, this closed environment may then become a dangerous place if its social actors do not have the knowledge or sufficient social capital to recognize and fight misbehavior and abuse. » (Matthis, 2021, p. 9)

Aggresions monde des arts général

« “Klubben” by Mathilda Gustavsson (2019) cogently describes the specific events of #metoo that touched upon The Swedish Academy. In this work Gustavsson argues the phenomenon of the ‘Art world’ created the protection and above-the-law-thinking which permitted this widespread abuse. » (Matthis, 2021, p. 10)

« In other industries, people's positions are measurable. You can advance in your career along a clear staircase and you can see your success reflected in the salary account. In the cultural world, on the other hand, the hierarchies are informal and unspoken. The value of one's creation or thinking depends on a range of subjective judgments: by publishers, directors and gallery owners [...] The status of the individual does not manifest itself as a clear title on a business card but rather in the form of contacts and mentions; of schoolyard-like glances at a publisher’s event and of constantly changing attitudes that are renegotiated at parties and dinners. (Gustavsson, 2019, p.105, my translation) » (Matthis, 2021, p. 10)

Non reconnaissance des rapports de pouvoir comme voix vers l’inaction (art général)

« In this regard, Gustavsson compares the ‘art world’ to other closed groups such as the Church or the criminal world (ibid., p.105). At the same time, Gustavsson points out the difference between the creative industries and for example the church: the relation to power. The author describes how actors within the cultural world avoid recognizing or identifying with power. The book Klubben depicts a world where the experience of the underdog and the outsider is a position that many rely on, and more interestingly, might not want to let go of. (ibid., p.106). This results in an ambience where people in power deny their influence and as such, responsibilities. It is this lack of consciousness of power that permits some individuals to dictate the rules of the play on their conditions and at the expense of others. » (Matthis, 2021, p. 11)

Manque de recherches sur le cirque et le harcèlement

« When writing this thesis, I have looked for information and in depth studies into harassment within circus schools and art schools. The research I have found could be counted on one hand, art schools included. This shows the need for further research. » (Matthis, 2021, p. 11)

« When looking for existing literature about my topic, I have found no research on harassment in circus schools. I therefore perceive a picture of a field which exists in a liminal space between academia, the art-world, and sports. Situated within this interstitial space, I build my research upon primarily two of these closely related fields where research is easier to come by: academia, and sports. The first discipline helps to create a frame of research on measures of policies, education, leadership, and organizational structures. The second helps to discern dynamics related to cultures of physical training and coaching; practices that remain close to the embodied learning found within Circus contexts. I believe there is much to learn from these two related fields and that they provide useful material for further investigations about the social field of Circus. I draw my research largely from Anglophone texts. With a few exceptions the articles come from the USA, England, Sweden, and Australia. » (Matthis, 2021, p. 22)

Infos métho

« The data used in my analysis consists primarily of excerpts taken from the participants’ open-ended answers to thematic questions from the questionnaire. I used reflexive thematic analysis to code my research. As described by Miller et al., thematic analysis permits to “identify patterns, or themes, within a given data set” (2020, p.1). This approach therefore allows me to study the data by following an analytic step-by step method. This carefully described path written by Oliver C. Robinson (2021) has been most useful when familiarizing myself, first superficially and then in-depth, with the emergent themes within my sample. Robinson gives good guidance of the steps to take in order to create themes for the gathered data and on how to arrange answers. » (Matthis, 2021, p. 15)

Littérature sur l’enseignement

« Marshall et al. (2014) argue that academia contains work cultures that seek to downplay cases of sexual harassment and that the phenomenon of abuse remains present even where preventative policies have been put in place. As a result, victims and wider colleagues fail to recognize or identify sexual harassment at work and that associated report procedures are likely to remain unused. The authors set forth the need to include better knowledge and awareness about these measures and paths for complaint. » (Matthis, 2021, p. 24)

« UHR rightly points out how the lack of knowledge and theoretical concepts on gender-related discrimination results in misguided help and weakens not only policy as a tool for prevention but also the very research on the topic (UHR, 2020, p.24). » (Matthis, 2021, p. 24)

« Or, as Kaplan puts it, “the question relates to how a social problem can be handled not only by means of instrumental law and punishment, which remains an external threat, but also through facilitating understanding, awareness and emotion, which undoubtedly creates a better, more egalitarian society” (2006, p.224). » (Matthis, 2021, p. 24)

« Lack of knowledge risks creating false ideas about the source of the problem, evoking an image of cutting away weeds but ignoring their roots. Organizations accounting for victims without seeing the structural picture displace the problem to ‘the other’ and fail to recognize how profound and rooted the issue may be. As UHR states, organizations must “be prepared to challenge and change fundamental structures” (2020, p.68). » (Matthis, 2021, p. 24)

« As such sexual harassment needs to be understood “in relation to the organization as a whole, and prevention efforts should include both everyday strategies for organizing work as well as more specific policies and processes” (UHR, 2020, p. 58). UHR states that such strategies must account for organizational strategies that are general and specific for their activities (ibid., p. 63). » (Matthis, 2021, p. 25)

« Research shows that active and clear leadership demonstrating that sexual harassment is not tolerated at work is key to an organization’s possibility to prevent abusive conduct. In contrast, “passive leadership increases the risk for both male and female employees of being subjected to sexual harassment” (UHR, 2020, p.62), What may be perceived as passive leadership is often due to a lack of knowledge and unwillingness or failure to prepare the managers. Kaplan (2006) states that managers have the responsibility to deal with abuse “as part of their role” (p.225). Therefore, Kaplan argues, they must receive more and better education on the phenomenon. The role of a director or a manager is in this sense directly intertwined with the position of the bystander: the surroundings either being passive or actively supporting or condemning abuse. As Kaplan further states “the embarrassment, hesitation and threat experienced by managers [...] » (Matthis, 2021, p. 25)

« must be recognized and requires appropriate guidance and training to help them handle the treatment and prevention of sexual harassment in their organization on a personal level” (2006, p.221). » (Matthis, 2021, p. 26)

« If workers or students identify themselves with a workplace or school where sexual harassment is not accepted, the tolerance will be lower (Mueller et al. 2001). » (Matthis, 2021, p. 26)

« Silence relating to reporting sexual abuse is never normalized without a wider culture of omission and neglect. Therefore, bystanders need to be considered responsible for maintaining or upholding cultures of abuse. As such there is a need for more research on bystanders and understanding that “non intervention actually may create an environment that encourages SH. Careful attention to SH observers and to the management of their intervention, therefore, is critical” (O’Leary-Kelly and Bowes-Sperry, 2005, p.304). » (Matthis, 2021, p. 26)

« A lack of awareness of sexual abuse cases and wider cultures of harassment may be a source of shame and frustration for individuals in Circus schools. It is thus important to look for “a completely different approach to the question of whether this kind of training has ‘impacts’: learning and education as a way of processing complex experiences rather than formal knowledge of the law, policies, procedures, etc” (UHR, 2020, p.37). » (Matthis, 2021, p. 27)

« Existing research has proved that unequal representation of women and men may also affect the identifiable presence of sexual harassment in workplaces and organizations (UHR, 2020, p.60). Workplaces where women are underrepresented run a bigger risk of cases of sexual harassment. Respectively, research shows that workplaces where men are underrepresented provide an environment of less risk for sexual harassment. Further to this the UHR states, “the goal ought to be well-integrated, structurally egalitarian work-places where women and men share power and leadership equally” (UHR, 2020, p.61). This is a crucial factor in addressing wider structural cultures of abuse in circus schools and must be connected to the previously mentioned statistics on women’s presence in art schools » (Matthis, 2021, p. 27)

« Another aspect of the existing failures within institutional attempts to treat sexual harassment seriously are the ways in which victims are lacking support. Similarly to what is called an over-belief in policy, research finds a simplified attitude towards dialogue-based conciliation at work. The authors in UHR further state how investigations are “challenging the apparently established view that women victims of sexual harassment in particular prefer dialogue-based conciliation” (2020, p.43). They highlight here how dialogue-based solutions tend to put victims in stigmatized roles that they find themselves locked up within. This forced position, together with the responsibility that the dialogues of disclosure demands from victims, makes such a kind of approach possibly problematic. » (Matthis, 2021, p. 28)

Harcèlement sexuel dans les sports

« In research on sexual harassment in sports, two fields are often discussed: the role of the coach and understanding ‘the physical touch’. Fasting and Brackenridge (2009) look at different types of coaching and ask whether certain sporting discourses risk creating cultures that accept and support harassment. These authors present a picture of the norm of an ‘ideal-coach’ with a highly masculine (or patriarchal) attitude that makes up an important part of the identification with the profession. They point out that harassment towards pupils within such cultures risks becoming a positive sign that even reinforces the image of strong leadership. They state that “many of the accounts of sexual exploitation in sport indicate that perpetrators’ feelings of power and control » (Matthis, 2021, p. 28)

« arise from confidence and feelings of superiority” (Fasting and Brackenridge, 2009, p.22). Their study further demonstrates the gendered effects of dominant masculine cultures within elite gymnastics. The authors note: “this kind of coaching style, combined with male coaches’ power over the athletes, can in itself be regarded as a risk factor” (idib, p.22). » (Matthis, 2021, p. 29)

« Fasting and Brackenridge connect to this culture a hostile attitude towards change, where “some coaches, especially those working at elite or ‘performance’ levels have even suggested that equity and welfare-related training is, at its best, an irrelevance or, at worst, an interference with their single-minded pursuit of sporting excellence” (idib., p.31). The autours state that this attitude contradicts the International Olympic Committees’, (IOC’s) 2007 official statement on sexual harassment and abuse in sport which clarifies that “All sport organizations should develop an education and training program on sexual harassment and abuse in their sports” (Fasting and Brackenridge, 2009, p.31). » (Matthis, 2021, p. 29)

« Fasting and Brackenbridge (2009) suggest that this masculine coach-culture may be averted by a more diverse coaching representation; the authors point out the need for more female coaches. They argue that: “since this environment is so closely linked to hegemonic masculinity, and what are often described as traditional male values, we hypothesize that a transformation of the coaching culture, and associated re-scripting of coach-behavior, might be easier if more female coaches were involved in sport” (ibid.,p.21). » (Matthis, 2021, p. 29)

« The intimate and special relationship created between the coach and the student provides a space where it becomes extremely difficult for the student to question the intentions of the coach. Grooming does not only lead to sexual abuse but has also » (Matthis, 2021, p. 29)

Grooming

« In a study by MacMahon et al. (2021), the female gymnasts involved were often groomed to accept that the coaching behavior of belittlement was ‘normal’ and necessary for their development (idib., p.4). Mountjoy et al. warn that these psychologically abusive practices “can facilitate and mask sexual abuse grooming behaviors” (Mountjoy et al., 2016, p.1019). I argue that this culture of discipline and grooming in the name of productivity and achievement also occurs within circus training. » (Matthis, 2021, p. 30)

Manipulation des corps dans les sports

« Research on ‘touch’ within sports is of special interest for circus schools because of the physical work that constitutes the guidance of complex techniques passed on from a teacher towards a student. These practices represent the pillar of learning in sports just as in Circus. In sports, touch-related training within physical education represents a central debate of literature on abuse and athlete development. » (Matthis, 2021, p. 32)

« As stated by the students in their research, touch is to be expected when it is well intended, and purpose-bound (ibid., p.262). Their study defines positive and productive touch as necessary in order to be, “helping students to perform different movements, the creation of good relationships between teachers and students (and the establishment of good learning conditions), the sorting out of social situations such as manner or behavior, expressing care as a human necessity and the prevention of injury” (ibid.,p.259). This underlines that also circus students may see physical contact as something expected and appropriate. However, Caldeborg et al. state that it is when the intention of the touch is not obvious that this teacher-pupil contract is in danger (ibid.,p.263). That is, if what is communicated through touch does not follow the didactic rules or unwritten contracts then it may cause harm. I argue that teaching in Circus also “is a working process in which the professionalism of the teacher is very important” (ibid., p.265). » (Matthis, 2021, p. 32)

Isolement géographique propre aux déménagement pour accéder à des écoles de cirque

« Circus is a small activity globally and schools which specialize in this training are rare. It is more a rule than an exception that students leave their city and often their country in order to join the school where they have been admitted. With this specialization and dislocation in mind, the circus school also holds a key social function for students and will often act as a surrogate family during periods of intensive study. Students therefore risk lacking the ‘outside’ eye that may serve as a critical caring position. » (Matthis, 2021, p. 33)

« However, I argue that the isolated position that the circus school creates because of their geographical conditions, should also be taken into account in understandings of abuse and safeguarding. » (Matthis, 2021, p. 33)

Métho

« The data for my research was collected over the course of ten working days at the end of January 2021. The respondents were contacted through FEDEC, the European Federation of Professional Circus Schools, who acted as intermediaries between me and the wider membership. All FEDEC members were sent a link through which they were asked twelve questions. » (Matthis, 2021, p. 35)

Plaintes sur les comportements abusifs dans les écoles de cirque

« In the survey, 61% of the participants state that they have experienced complaints of abusive conduct within the school they work for. The previous literature reflects the lacking recognition of abusive conduct and how that invisibility undermines policies. I suggest to ‘take one step back’ and consider the mentioned 61% and to let this information underline that over half of the schools of this survey have had direct experience of abusive conduct. » (Matthis, 2021, p. 36)

« Concerning the procedures amongst the schools in case of accusations of abusive conduct, 42% of the respondents argued they looked for help by turning to existing protocols in place within specific institutions. » (Matthis, 2021, p. 37)

Réactions aux dénonciations

« For example: – Yes, by having developed the code [of conduct] and informing students and staff to report abusive conduct timely. (Respondent 4) 11% answered they had acted with ‘my gut’, without any further specific institutional knowledge but intuition. – It was before we had clear policies in place. The harasser was removed from the institution, and afterwards we recognized the changes we needed to make to prevent something like this happening again. (Respondent 6) 47% of the participants evoked a mix of both measures. – Meetings with the people concerned in order to clarify the accusations/situation. Extensive notes. (Respondent 5) » (Matthis, 2021, p. 37)

« The way of handling cases of abuse varies considerably from school to school. Reactions to abuse may be relying on policies, or intuition, or a mix of both. As respondent 6 states, the experiences of abuse may create a reaction which shows the need to adjust and change protocol. As mentioned, to acknowledge problems is the first inevitable step for change. The experience of dealing with abusive conduct may work as an eye opener, but the lack of such experience must not be an argument not to work proactively. As mentioned in the previous literature, prevention against abusive conduct must be understood as a necessary part in order to guarantee a general wellbeing in the school organization. » (Matthis, 2021, p. 37)

« In a situation like this, different levels of knowledge are at work and the outcome of the situation will very much depend on the personal attitude and knowledge of the people in charge of each institution. As mentioned in the previous literature, an active or passive leadership will be decisive for the organization when handling claims of abuse. However, an active leadership is also in need of clear and efficient protocols for prevention. As a result of the received responses, I argue that schools have notions but still lack protocols as well as in-depth knowledge on the application of those. » (Matthis, 2021, p. 38)

« Outcomes and Experience Of the respondents having dealt with complaints of abusive conduct, 44% argued that the experience had a positive outcom » (Matthis, 2021, p. 38)

« Lastly, 15% of the respondents argued the outcome of a claim was bad. Here is an example of a response of this sample: – The establishment was already aware of the aggressor's behavior. They protected him by imposing a sanction, of course, but without explaining exactly what he was accused of, then upgraded him in the establishment and silenced the person who brought it up. The labor code and the penal code were not respected. The establishment made these choices consciously. (Respondent 2) » (Matthis, 2021, p. 39)

Problèmes liés à l’administration des dénonciations

« The above extract evokes a common phenomenon in cases of sexual harassment, where administrational issues prolong the processes and given the lack of evidence, the case ends with a situation of ‘word against word’. In recent years, increased complaints have clarified that the systems of justice are lagging behind in knowledge and administrational application when it comes to sexual and gender-based violence (See Rumney, 2006, Saunders 2012). » (Matthis, 2021, p. 38)

Manque de transparence dans le suivi des dénonciations

« This problem may partially explain the 41 % of respondents who argue that they do not know whether the outcome of any claim was positive or not. The majority of these respondents point out the problem of a lack of transparency in schools. Sometimes it is out of the wish to protect the victim but it is also connected to unwillingness to talk about events. » (Matthis, 2021, p. 38)

Manque de connaissance sur comment réagir

« When the management of a school reacts, (or fails to react) to abusive conduct, the entire institution finds itself in a difficult situation where the present and future well-being of the students and staff is at stake. It is a situation that most probably includes upset feelings and demands urgent resolution. If it is a teacher that is accused of abuse, the solidarity towards a colleague may create great tension. The option of looking the other way, choosing not to see, or not to act, becomes an actual, and as seen in this answer, applied alternative. It is a difficult situation, not only because of the nature of abuse, but also because today few workers in leading positions receive training or education on how to handle or understand abusive conduct. When this knowledge is inaccessible, these grey zones may persist, and negligence and normalization remain ‘realistic’ alternatives. » (Matthis, 2021, p. 39)

« However, such alternatives should not be excused with lack of knowledge. Instead, I argue that it is the lack of knowledge and archaic attitudes that creates the possibility for persons in charge to look the other way. That the management or leadership has not acquired this knowledge is itself a choice of passivity. The fact that this possibility remains an option, is profoundly problematic. » (Matthis, 2021, p. 39)

% d’école qui ont mis en place des polices pour prévenir les comportements abusifs

« With this in mind the survey asked whether schools have a working system in place for students and staff to report abusive conduct. A distinct majority, 81% of the respondents, answered yes. » (Matthis, 2021, p. 40)

« Most schools were familiar with various policies aimed to prevent and limit abusive conduct: – A specific procedure with identified and trained referents. (Respondent 9) – Yes, We have an extensive Prevention of harassment and violence at work policy. (Respondent 5) These respondents evoke clear notions of standard safeguarding practices. When such tools are shown, named and accounted for, the school may show a clear position, which provides a productive gesture of prevention and disclosure of abuse. One respondent describe the role of a person of trust (safeguarding officers7), connected with reflections of doubts about their purpose: » (Matthis, 2021, p. 40)

Enjeux sur la personne réceptionnaint les plaintes : une personne au sein de l’organisation, un homme

« This respondent mentions a person having the responsibility for such questions of confidence. However, it seems like this person does not have a clear position or spelled out competence for the role. The respondent also mentions the fact that it may be problematic for certain persons to talk to a man, which is an interesting point consistent with research. Further, the fact that this person is within the organization, without an external alternative, is possibly also problematic. Experiences of abusive conduct are serious accusations, for the victim as well as for the organization. In order to assume the best procedures, it is of utmost importance that circus organizations know which procedures to externalize and which to handle internally to get the best results. Coming back to transparency: all circus schools should have an interest in being open regarding their safeguarding procedures. » (Matthis, 2021, p. 40)

« – Yes, there is a responsible person within the organization ... but it's a bit unclear who this person is, what happens if you meet him etc. Also, it is worth noting that this person is a man, which could constitute a problem for some persons. (Respondent 16) » ()Matthis, 2021, p. 40()

« Compared to the previous question on whether schools have systems in place, there is a radically smaller percentage arguing that they are proactively dealing with abusive conduct: 47 % responded that they act proactively, against the previous 81% who responded having a system for reporting. Those who reported having proactive measures in place point at information and education as important features for the practice. – Organization of talks/discussions on gender issues in contact with a dedicated association. Group dynamics sessions. (Respondent 23) Less formal measures, resolved through personal implications and responsibility, were evoked, together with their inherent problems for another: – I'm used to keeping an eye on everyone's well-being and I am open if there is a need to talk. (But still, I am very aware not everyone will be so open to come with a problem to me, in such a case I would ask for help from the people to whom the student/teacher would have more trust). (Respondent 3) Here, the data returns to the possible problems of keeping reports within the organization. Having to turn to a person within the school might keep students or staff from signaling problems. I want to underline here that to externalize reporting and use competences outside of the organization should not be seen as a sign of weakness or lack of competence, but rather the contrary. » (Matthis, 2021, p. 42)

« One respondent described the problem of relationships as those involved in reporting abuse are too close to those who are responsible for handling them which creates difficulties when it comes to being objective. » (Matthis, 2021, p. 44)

Those who reported having proactive measures in place point at information and education as important features for the practice. – Organization of talks/discussions on gender issues in contact with a dedicated association. Group dynamics sessions.

Des protocoles non efficace pour les personnes survivantes

« Three participants related that they do have official safeguarding procedures but that those are used as a mode of protection for the school’s and the abuser’s reputation more than as tools for proactive intervention and protection of victims. They describe a relation to policies as being applied as a shield: as something to be able to point at in case of criticism. By hiding behind rules that guard the institution it is implied that nothing more needs to be done. Such results point towards the direct opposite of proactive measures. » (Matthis, 2021, p. 41)

La mise en place ou l’absence de protocole n’est pas la garantit d’un bon traitement des dénonciations

« Organizational tools represent a large scale of variations. This means that safeguarding policies, though similar on paper, can produce divergent practices, depending on the knowledge and intentions of the management. It is, for example, perfectly possible that a school lacking protocols manages better than another with strict policies simply because of the social climate and the persons in charge. However, this is not to say that such a lack of formal commitment should be a viable alternative. Rather, it is a confirmation of what has been seen in the previous research as well as in the answers given here: policies in place alone are no guarantee to prevent abuse but neither is a ‘good social climate’. » (Matthis, 2021, p. 41)

« As stated in the results of this question, policies need to be always present, but accompanied by knowledge and information in order to be applied constructively. » (Matthis, 2021, p. 44)

Leur nécessité

« Although safeguarding policies may risk working as an empty shield, their structural implementation must be seen as a tool to ensure responsibilities within organizations. In fact, policies aimed against sexual harassment and discrimination are most likely part of the law in most of the countries represented in FEDEC. However, as we have seen earlier, policies that are not accompanied with knowledge and ambition are often in vain because they fail to be applied effectively, or worse, as policies for keeping the abused in check. » (Matthis, 2021, p. 41)

Pour les employés oeuvrant au sein des écoles

« As defined in the beginning of this work, discrimination may occur in several directions. This is an important point since it may sometimes be even more difficult for staff members to reveal a situation where they are the victim. The role of the victim traditionally goes against the role of the adult and the teacher. » (Matthis, 2021, p. 42)

« Furthermore, if the issue concerns another colleague, the conflict that reporting abuse might create causes further complications. As such, external reporting and clear accountability of procedures may facilitate such safeguarding procedures. » (Matthis, 2021, page 42-43)

Manques de mesures dans les écoles et déresponsabilisation

« Participants answering that their schools lack proactive measures pointed to different levels of problems. These ranged from lack of knowledge to cultures of denial, or rather, proactive protection of harassers: – No, unfortunately I do not feel that the school takes these responsibilities but rather seeks to dissociate the responsibility of the school and the responsibility of the victim. (in short, it is the victim's responsibility to go to the police and find resources to help them). (Respondent 16) » (Matthis, 2021, p. 43)

« Here, an apparent gap between formal policy and reality is clearly shown. Although most schools argue they have procedures to report abusive conduct, much fewer are proactively working against it. This respondent reveals an attitude where the problem seems to be avoided instead of accounted for. This is a direct failure of responsibility as a school. Further, for those proactively working against abusive conduct, it seems difficult to define what that really means. It is, after all, difficult to describe such processes if they are not clearly detailed and known to all. This leads to the next question of the survey, on difficulties of the prevention of abuse. » (Matthis, 2021, p. 43)

« Four respondents evoked the direct misuse of policies. As seen in the previous research, an active leadership is necessary in order to protect and empower bystanding staff and students. As such behavior is of course extremely problematic because if the leadership or management misuses policies, members of the school will have little or no chance to be protected or to create tangible change. » (Matthis, 2021, p. 45)

Disponibilité de l’Information quant aux protections relatives aux comportements abusifs au sein des écoles

« I wanted to know whether the respondents felt they have the information necessary to handle a situation of abusive conduct. On this question, almost half of the participants, 47% answered they do have enough information, 44% argued they have some of the information but not all, 9% answered not having enough information at all. » (Matthis, 2021, p. 44)

« Remaining with the notions of procedural knowledge, on the question of who to contact in case of problems with abusive conduct, 41% argued they did not know who to contact. I argue that the reason of such confusion has to do with the neglected status that structural discrimination has in society. A solution might be found in the reflection of one respondent: – I think it's also up to me to get the information in order to manage the situation and be supported by people whose job it is. (Respondent 14) In other words, knowledge about abusive conduct must be recognized as an achievable competence that leaders should engage in and reach for as best practice. As seen in Mueller et al. (2001) and UHR (2020), this knowledge must be understood as an integral part of the well-being of the school and also be proactively sought. » (Matthis, 2021, p. 46)

Protection de la réputation au détriment de la prise en charge des VS

« More than half of the respondents highlighted the difficulty for change to occur if the culture of the circus discipline refuses to account for problematic behavior. Two of the respondents point out the problematic attitude perceiving accusations of abusive conduct as personal attacks towards the management or towards the school that as a result might risk its reputation. Once again, it seems important to look at competence. As respondents reiterate, organizations might facilitate their task better if they manage to understand abusive conduct and the structural problems behind such acts. They might then understand their role as defenders of wellbeing, not of institutional reputation. Another respondent confirmed this culture of protection found in circus in this way: – It is preferable to the organization not to have any 'issues' which causes 'issues' to be ignored, understated and underreported. (Respondent 13) » (Matthis, 2021, p. 49)

« This respondent shows how a circus organization adopts a limited way of understanding the problem of structural discrimination and abuse. Instead of trying to cover up problems, it would be much more useful to account for them. Transparency ought to be a reputation to aim for. » (Matthis, 2021, p. 49)

Importance de la parité dans le corps enseignant et de la diversité

« I argue that circus schools have a real chance to aim for the mentioned tools by learning from other fields to grow and develop and by accounting for structural discrimination as a proper field of knowledge. Moreover, all schools should also work for better inclusion and diversity amongst staff and students. As reflected in the previous research, organizations with unequal representation amongst members are more likely to run risks of abusive conduct. This statement must be connected to the numbers shown in the background chapter: women are drastically underrepresented within the teaching corps, and the closer to the organizational power, the fewer they become. » (Matthis, 2021, p. 52)

Références à p-e consulter

« Fasting Kari & Celia Brackenridge (2009) Coaches, sexual harassment and education. Sport, Education and Society, 14:1, 21-35. » (Matthis, 2021, p. 54)

« Ghekiere, Ilse (2019) Racism and sexism in art education: a subjective mapping. Rekto Verso, Belgium. https://www.rektoverso.be/artikel/racism-and-sexism-in-art-education-a-subjective-mapping » (Matthis, 2021, p. 55)

« Mountjoy M, Brackenridge C, Arrington M, Blauwet C, Andrea Carska-Sheppard, Kari Fasting, Sandra Kirby, Trisha Leahy, Saul Marks, Kathy Martin, Katherine Starr, Anne Tiivas, Richard Budgett (2016) International Olympic Committee consensus statement: harassment and abuse (non-accidental violence) in sport. Br J Sports Med 2016;50. pp.10191029. » (Matthis, 2021, p. 56)

« Owton Helen & Andrew C. Sparkes. (2017) Sexual abuse and the grooming process in sport: Learning from Bella's story. Sport, Education and Society, 22:6, 732-743 » (Matthis, 2021, p. 57)