2024-2025 Fall/Winter Work Study RA Program

Toronto Metropolitan University
Faculty Supervisor First Name:
Karen
Faculty Supervisor Last Name:
Soldatic
Email Address:
sankavi.maheswaran@torontomu.ca
Phone Number:
4168929951
Fax Number:
Department / School / Centre:
CERC HECW
Faculty:
Faculty Of Community Services
Room Number:
520
Project Title: Identifying, Documenting and Resisting Violence Against Women and Girls with Disabilities: Mapping M
Project Description:
Gender-based violence (GBV) is a critical issue for women and girls with disabilities globally, as they experience high rates of multiple forms of victimization over their life time, often exacerbated due to social exclusion and isolation. The forms of violence that they experience are often invisible or normalized, and go unrecognized in legal frameworks addressing violence. Systemic ableism and other forms of oppression continue to create barriers to accessing supports and services for survivors with disabilities, especially those living at the intersection of multiple systems of oppression – patriarchy, trans/homophobia, racism and ableism. However, experiences of women and girls with disabilities, including diverse women with disabilities, are mostly ignored from antiviolence efforts and policy strategies and programming. For this reason, women and girls with disabilities who are survivors of GBV play a critical role in advocating for systemic strategies that can effectively prevent and address GBV in their local contexts, influence local networks and transform national policy responses. This advocacy can be nurtured through various models of peer support and networking, where women with disabilities can connect to each other to discuss common obstacles and identify shared strategies to meet their needs and that of their communities. With peer support, participants' knowledge and lived experience are not only validated but also centered as integral and valued components of the process in building just transformational impact. In this project, we engage with diverse disability civil society organizations working in the transnational sphere to understand the dynamics of violence against women and girls with disabilities in their local contexts and efforts to prevent and address this violence. Through qualitative methods, we ask Gendered-Disability Based Violence (GDBV) advocates what they understand as the root causes of violence against women and girls with disabilities, including diverse women and girls, to be in their contexts, key challenges for survivors with disabilities, and their antiviolence strategies to transform broader social, cultural and political ablest norms that maintain structures GDBV. Specifically, we map the models that exist of GDBV peer support and advocacy across diverse locales and critical impacts – this could be at the individual transformative level, familial, community or national level via policy change. Using a scalar approach, we trace how local, regional, and transnational discourses, information, and resources inform mobilisation related to GDBV for women and girls with disability at different scales and in different contexts – that is, thinking through the ‘boomerang effects and transformational impacts’ of their actions. This chapter contributes to theorising antiviolence mobilisation from Gendered-Disability Justice in a heteronormative, ableist, patriarchal world and engages with transnational dynamics of violence prevention and advocacy efforts from the perspectives diverse disability civil society organizations who are engaging in transnational advocacy to drive local change within their national and local policies from policing through to everyday respect and strategies of support.
RA Position Duties and Resposibilities
(Include Interaction with Research Team Members, Supervisory Arrangements):

Ethics Documents to Prepare 1. Protocol: Justification, research questions, methods, risk mitigation, consent process 2. Support documents a. Recruitment script b. Information letter and consent form c. Interview guide (including demographic information) d. Confidentiality agreement for interpreters
How Many Students Are Currently Under Your Supervision:  Undergraduate: 1   Masters: 1  
Animals Will Be Used In Research:       No
Human Subjects Involved:                     Yes
Hazardous Materials, Equipment, or Processes Will Be Involved in the Research:   No
Research Experience and Opportunites Offered RA:
The Canada Excellence Research Chair in Health Equity and Community Wellbeing (CERC) program is a transformative research initiative that employs an engaged community partnership approach to expand our understanding, practice, and delivery of health outcomes for all members of our communities. The CERC in Health Equity and Community Wellbeing is led by Professor Karen Soldati?. Collaborating closely with a network of health-care institutions, service providers, and civil society organizations, the program aims for a paradigm shift – one that challenges a siloed, expert-driven approach to health and well-being and moves instead towards a community- engaged, preventative model of well-being. Uniquely applying a critical disability lens, the research program aims to not only reduce health disparities that are inextricable from their social contexts, but to embed community knowledge into health-care institutions, systems and models of delivery. Visit https://www.torontomu.ca/cerc-health-equity/about/ for more information. Working directly to the CERC – Health Equity & Community Wellbeing, Professor Soldati?, supervision will be held weekly with day-to-day check-ins to ensure clarity around project tasks, deliverables and milestone measures are meeting predicted timescales and outcomes. You will also have the opportunity to work with international and national civil society partners who have extensive advocacy research expertise.
Specific Skills / Knowledge / Experience Required
(Include Any Required Courses, Computer Programs, etc.):

• Demonstrated ongoing enrollment in a TMU Master’s program of relevance (Public Health, Nursing, Engineering etc); • Demonstrated engagement and/or interest in gender-based violence, technology facilitated violence against women and girls, and disability health justice issues from intersectional perspectives; • Proven ability to research and compile academic sources relevant to the outlined topics; • Willingness to work collaboratively with researchers with disabilities with NGO partners and collaborators; • Preparedness to learn from and contribute to the CERC Health Equity + Community Wellbeing’s overall mission; • Capacity to adopt and incorporate the research principles, aims and objectives of the CERC Health Equity & Community Wellbeing into internship deliverables; • Experience and/or interested in understanding, conceptualizing, and/or conducting qualitative narrative interviews and quantitative survey research in addition to literature reviews, ethics applications and required research protocols; • Strong communications skills and interest in developing knowledge translation activities such as creating policy information briefs, info graphic summaries and other advocacy communication devices; • Strong interpersonal skills including the capacity to work with culturally, racially and ethnically diverse communities with varied needs; • Commitment to accessibility and anti-ableism; • Time management and organization skills; • Advanced writing skills with editing and proofreading ability; Computer skills (notably word processing and library/research resource capacities). Assets considered favourable to the project: • Knowledge of French, ASL, LSQ, ISL, or another language relevant to the work of women with disabilities rights activists work in relation to ending violence against women and girls with disabilities; • Previous experience writing academic papers including literature reviews and/or • annotated bibliographies; • Basic understanding and/or experience of civil society organizations committed to issues of social justice and rights; • Basic understanding and/or experience in engaging in policy dialogue at the provincial, territorial, and/or federal levels (including international levels as / where appropriate); • Experience with or interest in learning Zotero, Redcap, and other relevant software
Start Date: TBA End Date: TBA
Hours: Maximum Program Hours: 196.00 Hourly Rate: 21.11
Method of Student Application: Mail Telephone Fax Email In Person
Student Application Materials Required: Resume Cover Letter Portfolio Transcript
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