References
- Absolon, K., & Willett, C. (2005). Putting ourselves forward: Location in Aboriginal research. In L. A. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous, and anti-oppressive approaches (pp. 97–126). Canadian Scholars’ Press/Women’s Press.
- Acorn Canada. (2019). Barriers to digital equity in Canada. https://acorncanada.org/sites/default/files/CIRA%20report_aug%201_0.pdf
- Adelman, M., & Coker, D. (2016). Introduction: Pedagogies of domestic violence. Violence Against Women, 22(12), 1419–1425. https://doi.org/10.1177/1077801215625852
- Agllias, K. (2012). Keeping safe: Teaching undergraduate social work students about interpersonal violence. Journal of Social Work Practice, 26(2), 259–274. https://doi.org/10.1080/02650533.2011.610890
- Allen, M., & Jaffray, B. (2020, July 30). The COVID-19 pandemic and its impacts on Canadian victim services. Statistics Canada. https://www150.statcan.gc.ca/n1/en/pub/45-28-0001/2020001/article/00065-eng.pdf?st=sk5zHdTG
- Altheimer, I., Duda-Banwar, J., & Schreck, C. J. (2020). The impact of COVID-19 on community-based violence interventions. American Journal of Criminal Justice, 45(4), 810–819. https://doi.org/10.1007/s12103-020-09547-z
- Arriagada, P., Frank, K., Hahmann, T., & Hou, F. (2020). Economic impact of COVID-19 among indigenous people. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00052-eng.pdf
- Arriagada, P., Hahmann, T., & O’Donnell, V. (2020). Perceptions of personal safety of Indigenous people during the COVID-19 pandemic. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00071-eng.pdf
- Behind the Numbers. (2020, August 4). COVID-19 is worsening homelessness and insecure housing for women. https://behindthenumbers.ca/2020/08/04/covid-19-is-worsening-homelessness-and-insecure-housing-for-women/
- Bouillon-Minois, J.-B., Clinchamps, M., & Dutheil, F. (2020). Coronavirus and quarantine: Catalysts of domestic violence. Violence Against Women, 1–3, 1077801220935194. https://doi.org/10.1177/1077801220935194
- Branch, K. A., Hayes-Smith, R., & Richards, T. N. (2011). Professors’ experiences with student disclosures of sexual assault and intimate partner violence: How “helping” students can inform teaching practices. Feminist Criminology, 6(1), 54–75. https://doi.org/10.1177/1557085110397040
- Brookfield, S. (2015). Chapter 13: Teaching online. In The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed., pp. 169–184). Jossey-Bass.
- Campbell, A. M. (2020). An increasing risk of family violence during the COVID-19 pandemic: Strengthening community collaborations to save lives. Forensic Science International: Reports, 2, 100089. https://doi.org/10.1016/j.fsir.2020.100089
- Canadian Association of Social Workers. (2005a). Code of ethics. https://www.casw-acts.ca/sites/default/files/attachements/casw_code_of_ethics.pdf
- Canadian Association of Social Workers. (2005b). Guidelines for ethical practice. http://www.casw-acts.ca/sites/default/files/attachements/CASW_Code%20of%20Ethics_0.pdf
- Carello, J., & Butler, L. D. (2014). Potentially perilous pedagogies: Teaching trauma is not the same as trauma-informed teaching. Journal of Trauma & Dissociation, 15(2), 153–168. https://doi.org/10.1080/15299732.2014.867571
- Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262–278. https://doi.org/10.1080/08841233.2015.1030059
- Cares, A. C., Hirschel, D., & Williams, L. M. (2014). Teaching about victimization in an online environment: Translating in person empathy and support to the internet. Journal of Criminal Justice Education, 25(4), 405–420. https://doi.org/10.1080/10511253.2014.965407
- Chiacchia, M. (2012). Invisible bruises: Understanding domestic violence indicators in online students and how faculty can offer support. Institute of Education Sciences. http://eric.ed.gov/?id=ED535097
- City of Toronto. (n.d.). COVID-19: Status of cases in Toronto. https://www.toronto.ca/home/covid-19/covid-19-latest-city-of-toronto-news/covid-19-status-of-cases-in-toronto/
- Cless, J. D., & Nelson Goff, B. S. (2017). Teaching trauma: A model for introducing traumatic materials in the classroom. Advances in Social Work, 18(1), 25–38. https://doi.org/10.18060/21177
- Cohan, D. J. (2019). “It is time to make our way home”: How contingent labor practices impact transformative possibilities of teaching about violence against women. Violence Against Women, 25(11), 1370–1387. https://doi.org/10.1177/1077801219844601
- Coker, D. (2016). Domestic violence and social justice: A structural intersectional framework for teaching about domestic violence. Violence Against Women, 22(12), 1426–1437. https://doi.org/10.1177/1077801215625851
- Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
- Danielewicz, J., & Elbow, P. (2009). A unilateral grading contract to improve learning and teaching. College Composition and Communication, 61(2), 244–268. http://www.jstor.org/stable/40593442
- Danis, F. S. (2016). Teaching domestic violence online: A step forward or a step backward? Violence Against Women, 22(12), 1476–1483. https://doi.org/10.1177/1077801215626810
- El-Alayli, A., Hansen-Brown, A. A., & Ceynar, M. (2018). Dancing backwards in high heels: Female professors experience more work demands and special favor requests, particularly from academically entitled students. Sex Roles, 79(3–4), 136–150. https://doi.org/10.1007/s11199-017-0872-6
- Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
- Goldblatt, H., & Buchbinder, E. (2003). Challenging gender roles: The impact on female social work students of working with abused women. Journal of Social Work Education, 39(2), 255–274. https://doi.org/10.1080/10437797.2003.10779135
- Golding, J. (2021). “Like a pandemic within a pandemic”: Shelters call for support as violence against women rises amid COVID-19. CTV News. https://toronto.ctvnews.ca/like-a-pandemic-within-a-pandemic-shelters-call-for-support-as-violence-against-women-rises-amid-covid-19-1.5261005
- Hango, D. (2020). Fear of COVID-19 related stigmatization. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00051-eng.pdf
- Heidinger, L., & Cotter, A. (2020, July 8). Perceptions of personal safety among population groups designated as visible minorities in Canada during the COVID-19 pandemic. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00046-eng.pdf
- Herising, F. (2005). Interrupting positions: Critical thresholds and queer pro/positions. In L. A. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous, and anti-oppressive approaches (pp. 127–152). Canadian Scholars’ Press/Women’s Press.
- Hollander, J. A. (2005). Challenging despair: Teaching about women’s resistance to violence. Violence Against Women, 11(6), 776–791. https://doi.org/10.1177/1077801205274808
- Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
- Horesh, D., & Brown, A. D. (2020). Traumatic stress in the age of COVID-19: A call to close critical gaps and adapt to new realities. Psychological Trauma: Theory, Research, Practice, and Policy, 12(4), 331–335. https://doi.org/10.1037/tra0000592
- Horton, E. G., Diaz, N., & Green, D. (2009). Mental health characteristics of social work students: Implications for social work education. Social Work in Mental Health, 7(5), 458–475. https://doi.org/10.1080/15332980802467696
- Hou, F., Frank, K., & Schimmele, C. (2020). Economic impact of COVID-19 among visible minority groups. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00042-eng.pdf
- Hou, F., Picot, G., & Zhang, J. (2020). Transitions into and out of employment by immigrants during the COVID-19 lockdown and recovery. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00070-eng.pdf
- Human Rights Watch. (2020, April 9). COVID-19’s devastating impact on children: Governments should mitigate harm, protect most vulnerable. https://www.hrw.org/news/2020/04/09/covid-19s-devastating-impact-children
- Indigenous Services Canada. (2020, July 6). Family violence prevention program. https://www.sac-isc.gc.ca/eng/1100100035253/1533304683142
- The Justice Institute of British Columbia. (n.d.). The Truth and Reconciliation Commission principles. https://www.jibc.ca/office-indigenization/truth-and-reconciliation-commission-principles
- Kenner, K. A. (2020). A community college intervention program: The affordances and challenges of an educational space of resistance. Journal of Diversity in Higher Education, 13(1), 85–95. https://doi.org/10.1037/dhe0000116
- Kofman, Y. B., & Garfin, D. R. (2020). Home is not always a haven: The domestic violence crisis amid the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S199–S201. https://doi.org/10.1037/tra0000866
- Laurencin, C. T., & McClinton, A. (2020). The COVID-19 pandemic: A call to action to identify and address racial and ethnic disparities. Journal of Racial and Ethnic Health Disparities, 7(3), 398–402. https://doi.org/10.1007/s40615-020-00756-0
- The Learning Network. (n.d.). COVID-19 & gender-based violence in Canada: Key issues and recommendations. http://www.vawlearningnetwork.ca/docs/COVID-gbv-canada-recommendations.pdf
- Lee, J. (2008). Survivors of gendered violence in the feminist classroom. Violence Against Women, 14(12), 1451–1464. https://doi.org/10.1177/1077801208325189
- Ludvik, M. B. (2020). Co-creating the container for optimal learning and development: Lessons from trauma-informed mindful compassion practices. About Campus: Enriching the Student Learning Experience, 24(6), 25–31. https://doi.org/10.1177/1086482219899648
- Moosa-Mitha, M. (2005). Situating anti-oppressive theories within critical and difference-centred perspectives. In L. A. Brown & S. Strega (Eds.), Research as resistance: Critical, Indigenous, and anti-oppressive approaches (pp. 37–72). Canadian Scholars’ Press/Women’s Press.
- Morris, S. M., & Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
- Newman, E. (1999). Ethical issues in teaching about violence against women. Women’s Studies Quarterly, 27(1/2), 197–202. https://www-jstor-org.ezproxy.lib.ucalgary.ca/stable/pdf/40003412.pdf?refreqid=excelsior%3A03277c0fb16bf094ab80cae03a9888a7
- Nikischer, A. (2019). Vicarious trauma inside the academe: Understanding the impact of teaching, researching and writing violence. Higher Education, 77(5), 905–916. https://doi.org/10.1007/s10734-018-0308-4
- Peterman, A., Potts, A., O’Donnell, M., Thompson, K., Shah, N., Oertelt-Prigione, S., & van Gelder, N. (2020). Pandemics and violence against women and children. Center for Global Development. http://www.cgdev.org
- Phillips, B. D. (1988). Teaching about family violence to an at-risk population: Insights from sociological and feminist perspectives. Teaching Sociology, 16(3), 289–293. https://doi.org/10.2307/1317533
- Popescu, I. (2020, June 24). Students are seeking therapy-like help from professors online as a result of the pandemic (opinion). Inside Higher Ed. https://www.insidehighered.com/advice/2020/06/24/students-are-seeking-therapy-help-professors-online-result-pandemic-opinion
- Redmond, M., & Bright, E. (2007). Gatekeeping in the academy: Lessons for Canadian social work educators from Young v. Bella. Canadian Social Work Review, 24(2), 167–181. https://ezproxy.lib.ucalgary.ca/login?url=https://www-proquest-com.ezproxy.lib.ucalgary.ca/scholarly-journals/gatekeeping-academy-lessons-canadian-social-work/docview/210121408/se-2?accountid=9838
- Rhodes, B. E. (2019). Trauma-informed contemplative pedagogy: Implications for undergraduate course revision. Journal of Baccalaureate Social Work, 24(4), 139–152. https://doi.org/10.18084/1084-7219.24.1.139
- Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. University of Chicago Press.
- Status of Women Canada. (2020, July 20). Supporting women’s shelters and sexual assault centres during COVID-19. https://cfc-swc.gc.ca/fun-fin/shelters-refuges-en.html
- Templeton, A., Guven, S. T., Hoerst, C., Vestergren, S., Davidson, L., Ballentyne, S., Madsen, H., & Choudhury, S. (2020). Inequalities and identity processes in crises: Recommendations for facilitating safe response to the COVID-19 pandemic. British Journal of Social Psychology, 59(3), 674–685. https://doi.org/10.1111/bjso.12400
- Truth and Reconciliation Commission of Canada. (2012). Truth and Reconciliation Commission of Canada: Interim report. http://www.trc.ca/assets/pdf/resources_Interim%20report%20English%20electronic.pdf
- Usher, K., Bhullar, N., Durkin, J., Gyamfi, N., & Jackson, D. (2020). Family violence and COVID-19: Increased vulnerability and reduced options for support. International Journal of Mental Health Nursing, 29(4), 549–552. https://doi.org/10.1111/inm.12735
- Walsh, C. A., & Baynton, M. (2012). Distance education in social work: An evaluation of an undergraduate course on family violence. International Journal of Higher Education, 1(1), 148–159. https://doi.org/10.5430/ijhe.v1n1p148
- Walter-McCabe, H. A. (2020). Coronavirus pandemic calls for an immediate social work response. Social Work in Public Health, 35(3), 69–72. https://doi.org/10.1080/19371918.2020.1751533
- Ward, M. (2020, March 20). Increase in child abuse a big concern during COVID-19 pandemic. The Globe and Mail. https://www.theglobeandmail.com/canada/article-increase-in-child-abuse-a-big-concern-during-covid-19-pandemic/
- World Health Organization. (2020). Addressing violence against children, women and older people during the COVID-19 pandemic: Key actions. https://www.who.int/publications/i/item/WHO-2019-nCoV-Violence_actions-2020.1