Community Practice to Address Gendered Violence in the Inuit Community

Posted: January 5th, 2023

Community Practice to Address Gendered Violence in the Inuit Community

Student’s Name

Institutional Affiliation

Community Practice to Address Gendered Violence in the Inuit Community

Part I – Community Practice Activity Identification

Specific Need of an Activity

The Inuit people are among the many groups inhabiting Canada, and most people in this population are spread in approximately 51 communities in Inuit Nunangat, which is the homeland for the Inuit people encompassing approximately 35% of Canadian landmass and about 50% of the country’s coastline (Public Safety Canada 2020). The Inuit have inhabited their homeland for as long as most members can remember, and the community is among the most resilient in terms of culture in the entire North America (Public Safety Canada 2020). Historically, the group can be termed as the descendants of the Thule people who hailed from the western part of Alaska about 1000 CE. The Inuit people broke away from the Aleut community approximately four millennia ago, and tend to spread towards the east of the Arctic (Public Safety Canada 2020). Approximately 60% of the entire population has the capacity to engage in conversations using the official Inuit language called Inuktut. The community mostly engages in activities such as harvesting local food items such as caribou, narwhal, and seal to feed families and the entire community. The community abides by traditional values and practices such as showing respect to the elderly, and cooperation with others. Despite having a small population, the community has built a reputation for itself in the global map, especially through the production of internationally acknowledged artists and musicians, and leaders from the community have played key roles in hastening global struggle for human rights and indigenous self-rule (Public Safety Canada 2020). Today, notable members of the community hold a number of positions in various professions, such as academia, government, arts, and medical practice.

It is imperative to adopt a community practice that would help to mitigate the gender violence targeted towards women in the Inuit community. A report by Public Safety Canada (2020). acknowladges that gender violence against Inuit women is a concern of significant measure. Women in this region continue to become victims of gender violence and other forms of violent crime at a rate more than ten times higher than the level of women in Canada in its entirety. For instance, the rate of women being sexually harassed in the region is far much higher than the territorial and provincial rate. In 2016, for example, Nunavut recorded the highest cases of gender violence that were reported to the police (Public Safety Canada 2020). The Northwest areas become second in gender-based violence, and Yukon became third. The National Inquiry on Missing and Murdered Indigenous Women and Girls even reports that the racialized and gender violence among the Inuit women is a deeply rooted problem that is entrenched in the Canadian society, and one which requires effective mitigating solutions.

Knowing the gendered violence against the Inuit women requires examining their entire issue with the view of colonial context, encompassing how the ways of living in the region were immensely interfered with as colonial practices became dominant in the north. In nearly two decades, the Inuit community experienced considerable changes with people encountering substantial changes in their livelihoods – a change that was brought about by colonial powers mostly beyond their regulation (Public Safety Canada 2020). The land-based economy in the region and the cooperative ethics and informal associations on which the community was based, together with an interconnected associations between men and women in Inuit – were not addressed as people were shifted to permanent residence, their offspring sent to residential learning facilities where they could learn a number of things, including qallunaat practices and culture as they await to be assimilated into the colonial lifestyle and social order (Public Safety Canada 2020). The sledge dogs owned by the Inuit people were killed by the colonial powers, considerably doing away with the ties to the land and reach to their traditional sources of livelihood. The Royal Canadian Mounted Police (RCMP) were instrumental in actualizing the changes. The force took active roles in shifting Inuit to permanent residence, moving children to residential learning centers, and killing the sled dogs owned by the Inuit people (Public Safety Canada 2020). The practice by the police were termed as racialized, and was aimed at enforcing the colonial beliefs and practices to the local community.

Several factors in the recent times have fueled the gender imbalance that contributed towards gendered violence. Several socioeconomic issues, such as food insecurity, inappropriate living conditions, and the change in gender roles of women and men in the region – are some of the evident expressions of the colonial interaction with qallunaat (Public Safety Canada 2020). The persistent trauma that colonialism brings is also a major issue, with the lived encounters of trauma resulting in prevalent rates of drug and alcohol abuse, increased suicidal attempts, and the increased rate of gendered violence against women in the region (ITK, 2018). It is imperative to acknowledge that every Inuk woman should enjoy the chance to live free from possible threats and incidences that could result in gender-based violence. Security personnel engage in practices that seek to elevate the security of everyone, but questions linger as to whether the protection is adequate to avert the possible adverse effects associated with gender violence. In addition, the police faced a number of issues such as lack of adequate funding, education, and other vital resources, which made it difficult to address all forms of violence, including gender-based (Public Safety Canada 2020). Consequently, gendered violence has become deeply rooted in the region, with many viewing that this form of violence has become a normal aspect of the society, but does not receive adequate attention to address the problem. In addition, women do not take quick and appropriate measures to report the violence to relevant authorities, and for some reasons, the separation of the community, the dependence on their husbands to take care of household needs, unrelenting threat from their spouses, and the increased duration of handling reported cases result in relentless gender-based violence (ITK, 2018). Another factor that has barred women in the Inuit community from reporting cases of gender violence is unstable relationship with and lack of confidence in security officers and the entire system of criminal justice. Public Safety Canada (2020) describes how several women recounted their ordeal with security officers. While some experienced positive reaction, several women realized that the reaction by the police offered little or insignificant assistance or put their safety at further risk. In some instances, the women learnt that the reaction by the police was not professional and was evidently racialized. To elevate the connections between males and females, and to restore a society where gender violence is not a major divisive factor requires various groups to take effective measures that would bring long-lasting solutions to the problem.

Why CP is Important

Conducting a community practice is a suitable approach to mitigate the issue of gender violence in the Inuit community. Guitierrez and Gant (2018) describe community practice (CP) within the field of social work and human services to be the interventions at the level of the community that increase the priorities, ethics, and values of the area of study such as individual worth, significance of human activities and relationships, competence, and social justice. Rodrigues (2015) describes how CP is important in the environmental field and how engaging members of the community helps to find long-lasting solutions to some of the issues contributing towards climate change. Community practice also helps to improve operations on various services that benefit the community and social justice. CP is a suitable option in this case because it perceives the community as a way of focus of practice, has continued to play vital roles in the areas of social work from as early as the first quarter of the 21^st century (Guitierrez & Gant, 2018). It is an effective technique for engaging members of the community and community groups and organizations toward the objective of the community and wider systems transformations, has been a vital technique for the field since the development of the method (Shepard, 2005). Even though some scholars think that CP has some flaws that could affect important intervention practices, the technique has several other merits that make it an appealing intervention strategy for the gender violence in the Inuit community. For instance, the technique provides unobstructed opportunity to work directly with members of the community and particular organizations with the motive of impacting on communities, neighborhoods, and larger systems. Guitierrez and Gant (2018) write that community practice coupled with policy practice, assessment, and management amount to what are usually called macro practice of social practice that pay attention to reforming the society and larger community transformations rather than dwelling on change at the family or individual level, which could be termed micro practice.

Guitierrez and Gant (2018) identify six different approaches for engaging in community change practices, including development, planning, advocacy, action, mobilization, and education, all which have unique methods, approaches, and strategies. In this case, the approach used must reflect the goals of the community and community organizations. Consequently, the CP applies education approaches, which assume that people have the capability to participate in planning strategies that enhance their participation in decision-making processes that impact on them (Guitierrez & Gant, 2018). However, these people may not do so because they do not have the awareness, knowledge, confidence, and competence. The techniques encompasses the use of commonly used pedagogical techniques such as increasing knowledge, enhancing people’s competence and confidence to take part in community transformation, artistic expressions, music, learning groups, and theaters.

An effective way to engage in CP is to apply Rothmans’s three models of community organizing that Gamble and Weil (2009) identify as an effective model to addressing community needs. The model assumes that engaging many people in planning, executing, and evaluating community practices increase the chances of attaining positive outcome. The model requires the interveners to embrace a deliberately organized, technical plan to problem solving (Gamble and Weil, 2009). Moreover, it is imperative, according to the model, to organize the needs to the disadvantaged group to know what resources to invest (Gamble and Weil, 2009). Such a model provides appropriate guidance to CP, and the team in this case should consider applying it.

Stakeholders and Decision Makers in the Community

Various stakeholders will take part in the community practice to achieve the desired outcome. It is important to engage all stakeholders because appropriate participation helps transform stakeholder wants into community objectives and forms the basis of suitable strategy formation. Identifying the area of shared interest or consensus helps a team of stakeholders to arrive at a suitable decision and allows investment in a productive outcome (Share & Stacks, 2007). Members of the community are among the primary stakeholders because they are the major target in this case. The community practice targets men, women, youth, and adolescents. The practice aims to impart them with knowledge and information that would change their perception regarding gender violence, and help them know why the Inuit community stands a better chance of developing by relating to each other regardless of one’s gender. The other team of stakeholders are the educators who will engage with members of the community at different levels (Share & Stacks, 2007). For instance, the practice will engage educators who are competent enough to educate adults the importance of shunning gender violence and relating to each other on the same level. Also, the practice will include decision-makers and strategists at the local and national level who will facilitate the entire process through material support (Shepard, 2005). The decision-makers will and planners will develop suitable plans that they think will make the CP successful and influential. Subramaniam (2011) informs that organizing grassroots community groups, especially among the highly disadvantaged may require effective guidance through proper leadership. However, effective engagement of all stakeholders requires one to follow a suitable model, which entails identifying the key participants, and setting the goals for participating with them, analyzing each of them and knowing more about them to ease engagement, affecting planning, taking the action, and finally reviewing whether the practice and engagement has produced the projected results.

Identity in the Community

I am a resident in Canada and have considerable interest in the social aspects of indigenous communities, including the Inuit people. I am interested in knowing more about the issue of gender violence in the Inuit community, and to find out whether engaging members of the community through educational practices will change the perception regarding gender violence that seems to be deeply rooted in the community. As a Canadian, I feel it is my obligation to acquire an in-depth view of the society in its entirety and identify possible loopholes that require quick and effective mitigation. I share in the views of many other Canadians who feel that more must happen to protect all communities and safeguard them from practices that may leave them behind while others progress. I take an active role in the practice by seeking to be a leader in the initiative who provides suitable guidance on how to empower the community and help members understand that gender-based violence deny people the opportunity to prosper and instead inflict pain and agony to the victimized group. No one invited me to take up the role, but I feel that I should take a bold step that would transform the lives of the Inuit people.

The fact that I am not invited into the practice would not deter me from engaging the community as an insider. I will first explain my intention for being part of the practice after introducing myself as part of the Canadian society who has an interest in improving the welfare of people in my community. I will explain to them my plan and ask them to support it in the most suitable way possible. I will also ask them to give their perceptions regarding the entire process and mention what things that the plan omits yet may be helpful in addressing the problem. I will acquire the approval of various administrators and government officers that will show I have the right to engage in the practice.  Above all, I will relate with members of the Inuit community in the most suitable way to avoid creating any tension or enmity that could disrupt my interaction with others.

An assessment of the views of the Inuit people through social media avenues (Facebook and Twitter) reveals that the locals perceived the problem as one that requires quick attention to save present and future generations from the adverse effects of gender imbalance. Many participants, including a large portion of women and some men think that gender-based violence result in the separation of many families thereby subjecting children to pain and stress. The participants in the assessment reveal that victims of such violence can suffer severe sexual and reproductive health outcomes, encompassing forced and unplanned pregnancies, unwanted and unsecure abortions, STI infections, traumatic fistula, and in fatal cases death. Some educated members of the community express their views by saying that the act is an evident human right violation with significant effects on survivors, their families, and the society at large. Members of the community through their response of social media inform that gender-based violence results in considerable psychological problems, and can cause physical and behavioral problems for survivors. Many of them feel that it would be a good idea to identify suitable ways for mitigating the situation and creating a society where people relate to each other without considering their gender differences. Even though some have varying views on how to address the problem, many feel that educating the populace is a brilliant idea that both adults and younger people would be willing to embrace.

Part 2: Framework, Theory and Approach Identification

Discussing the Framework, Theory, and Approach

The previous section already identifies the approach to CP that the practice will employ education as a way of helping the Inuit community overcome the gender-based violence. However, the previous part only highlights the strategies the education process will employ but does not give in-depth description about these techniques. The awareness process will rely on the social learning theory, which stipulates that behaviors can be obtained by observing how others act and imitating their behaviors (Hardcastle, Powers & Wenocur 2011; Guitierrez & Gant, 2018). The theory acknowledges learning as a cognitive practice that happens in a social setting and can happen entirely through observations and/or direct instructions, even without engaging direct reinforcement features (Hardcastle, Powers & Wenocur 2011). The framework stipulates that other than observing the behavior, learning can also take place through the observation of punishments and rewards through a process called vicarious reinforcement (Wharf, 1996). The concept implies that when particular behaviors are rewarded frequently, it will most likely become strong, and in the same vein, if a particular conduct is punished as constantly as possible, it will most likely disappear. The educational concept broadens on traditional behavioral models, in which behavior is regulated chiefly by strengthening, by putting stress on the essential functions of different internal activities in the learner (Wharf, 1996). Consequently, more members of the community will develop the urge to shun gender violence when they see families where parents do not turn against each other and leave in peace and have more opportunities to build their lives and that of their children. Children and younger adults may also not see the need to engage in gender-based violence when they see how older adults relate to each other and allow each other to proper regardless of one’s gender.

Art, theater and music will be vital ways for educating members of the Inuit community about the importance of avoiding gender-based violence. Various artists will develop artworks such as graffiti, posters, billboards, and attire among other artistic productions that sensitize the community on the importance of living in a gender violence-free community. Artists will come up with paintings that address the topic, and will share in informing the target population the meaning of their works. Artwork is a suitable way for creating awareness in the community because it boosts imagination in the way it opens both the mind and heart to unexplored possibilities. The technique is suitable because it makes the audience more observant, especially if the work has some intriguing aspects. Moreover, art builds problem solving techniques and enhances self-esteem and offers a feeling of accomplishment and satisfaction. Also important is that art provides the chance to reduce stress associated with the problem under investigation or any other issue. The practice will employ artistic works that the target population can easily understand or relate with to easily transmit the message. The education process will also happen through music that the target group can easily understand their meanings. Other than being a powerful approach of relaying necessary information regarding the dangers of gender violence, music has several other benefits when used for education purposes. For instance, music improves one listening skills and works in the same way as artworks in the way it relieves stress, boosts self-esteem, and make the brain to work better. Music is enjoyable to many people and while people listen to their favorite songs or artists they also learn about the effects of gender-based violence on the Inuit people and society at large. Equally important will be the various theatrical performances that will explicitly address the issue of gender violence and how it interferes with the community. Performing groups will go round the community showcasing plays and poems that warn people against gender violence while encouraging them to consider each person as having the feeling and rights.

The approach will make use of learning circles, will employ various techniques to increase awareness, and enhance the members of the community’s capability to actively participate in community change. Learning circles comprise of various groups of people who work together with the motive of learning new concepts. Members of a learning circle identify sources that they think will help them to improve their knowledge about a particular subject (Mahony, 2011). The learning circles would be in such a way that leaners or members listen to the views of each other. The instructor in each group will also listen to the suggestions by learners and find ways for incorporating their perceptions into the learning process. The learning circles would work in such a way that people are free to ask questions and receive clarification for their concerns, and where those in charge give good and satisfying feedback. The learning circles will prioritize group discussions as a way of sharing information, and as way of knowing where individuals need to improve. Learners in each of these learning circles will probe available evidence and give assumptions that will be open to further analysis and criticism. Participants in the learning circles will also use the opportunity to express their viewpoints and mediate contrasting opinions about gender violence. The platform will also allow participants to summarize and give their findings regarding the subject matter. The education process will increase knowledge among members of the community by using various literacy sources that provide valuable information about the topic. Even though not everyone may be able to read and understand the information in some literacy sources, the educators will give additional explanation to make it easier to comprehend. In addition, the education process will emphasize on building people confidence and capacity to take part in community change. The process involves taking some specific people, especially community leaders to neighboring communities that have made significant strides in combating gender-based violence to borrow some tips on how to combat the social problem. Besides capacity building entails restoring confidence to members of the community that they can suppress gender violence if they choose to change their lifestyle and perception towards women and girls. Combining all these education approaches increases the chances of attaining the desired outcome.

The team in charge of the education practice will ensure that members of the community are able to relate with the educational practices, and the intervention does not introduce any risks to participants. The teaching methods will be easy to understand, and every participant will be free to give their reactions towards the information. Collaboration with members of the community will be a key aspect in making the practice successful, the views of each member will play essential roles in determining the outcome of the entire exercise. The group in charge of awareness process will prevent any risks to participants by asking them to attend the meetings and seminars during the day when it is safe, and will avoid any engagement that may create fear or feeling of discrimination.

Role as a Student

I will play several roles as a student to make the awareness process successful. First, I will partner with various government and non-governmental agencies that will provide specialists to educate the target population about the adversities of gender violence. I will also partner with community leaders to understand how they will marshal members of their population to take part in the exercise. My goal as a student will be to learn how the awareness process takes place, and to monitor whether practice has any considerable impact on the Inuit people. I will contribute towards enhancing the safety protocols for all participants by working closely with the educators to safeguard anyone who attends the function against any form of harm. I will specifically print leaflets that urge members of the community to maintain peace while they take part in the program, and mediate where I feel two or more groups disagree over something.

Limitations of the Approach

Even though the education process is likely to yield considerable benefits that would reduce the rate of gender violence in the Inuit community, it is essential to consider some of the limitations associated with it. An apparent limitation is that some people may feel left out of the education process because of varying limiting factors (Wharf & Claque, 1997). For example, some people may not have any educational background, which may derail their attempt to benefit from certain aspects of the program such as learning circles. Such individuals may also not see any significance of refereeing to literacy sources because they do not know how to read or write. Those who may not read or write, or those who have difficulty in understanding may feel left out and may not move in the same pace as others. The other limitation is that the education process would take a racist approach because it would only target people from a particular community. Gender violence is not only a concern among the Inuit people and disregarding other communities that experience similar challenges could present the initiative as being racial in its approach (Kulchyski & Warren, 2014). Nevertheless, it is imperative to enact suitable measures to address the possible limitations that could interfere with the education process. A suitable way to mitigate the possibility that some people may have the problem to read and write is to relay similar messages through artistic expressions, including songs and theatrical performances. Usually, many people, including old people may be able to understand the concept behind some plays or music, especially when they do not use intricate concepts. The process will first assess a person’s capacity to read and write before selecting an awareness process that suits them to avoid a scenario where some individuals do not gain because of certain hindrances that are possible to mitigate.

The education process is likely to encounter other challenges, which would require the team in charge of the process to adopt effective mitigation measures. It is likely that some members of the community may not show the interest to attend to the learning circles or other community-based programs aimed at sensitizing people on the negative aspects of gender violence (Sanders & Schnabel, 2007). Such people may feel that it is a waste of time to attend such initiatives, while others may lack the patience to undergo the training yet they are not going to get individual rewards for committing their selves. Some of these people who attend learning circles or other awareness programs that are set to last several minutes or hours may become impatient before the event comes to an end and leave without learning what would help them avoid gender violence. The other problem is that whereas some people may be willing to attend the community-based programs aimed at educating people about ways of addressing gender violence, they may not have enough time to spare because they have to attend to other important issues such as their to their workplace (Sanders & Schnabel, 2007). Lack of time may derail the learning process, and could result in a situation where gender-based violence cease to go down because of some individuals who lack adequate information on how to deal with the matter. However, the fact that the education process takes a multiple approach presents a suitable chance for everyone to receive the desired message without attending the programs that happen at designated places. For instance, those who hardly have the time to attend to the lessons will come across artistic works, and may also get the chance to listen to songs that disapprove of those who engage or facilitate gender violence.

In addition, the racialized views of colonial powers and the cultural perceptions regarding gender violence could render education less effective, and may make it hard to achieve suitable outcomes. Some people among the Inuit community still adhere to the traditional views regarding gender violence and gender inequality and altering their perception may not be easy (Mahony, 2011). Most of the people who fall under this group may not see the reason to engage in the educational practice, and may discourage those around them from attending the empowerment processes (Mahony, 2011). Whereas such falsified views could render the education process quite ineffective, those in charge of sensitization will make the defiant team or those who still adhere to traditional forms to view the initiative as what would put the community on the same level as others that are now providing equal chances for both genders without causing unnecessary physical or verbal attacks against each other.

The team in charge of the education process should consider other limitations that could disrupt the process and take suitable mitigation measures to ensure that the community practice has beneficial outcome on the target population. It may be difficult to access some of the resources that aid learning practices and in this may impact on the transfer of knowledge and relevant skills (Wharf & Claque, 1997). For instance, some areas may lack proper learning centers where many people can gather to learn vital tips. A suitable way to mitigate the problem would be to be innovative and identify spots that can be easy to reach for many people. Alternatively, the team will have to reach out to the people and get the message to their places of work, residence, and even recreational places. Another problem is that educators may also want to use technological devices such as projectors, video players, and computers to facilitate the teaching and learning process, but this may not be possible due to high demand for financial resources (Torjman, 2007). Failure to use technological devices that are now part and parcel of learning processes could deny learners some perspectives that could change their perception towards gender violence. A suitable way the team in charge of the practice has to address the possible limitations associated with accessing technology is reaching out to willing sponsors who may offer some of the necessary equipment that would facilitate the entire process. For example, potential investors who feel their engagement would go a long way into changing the lives of the Inuit people may offer microphones and speakers to make the lectures and seminars more audible, while others may offer computers, television screens, and projectors. The high cost associated with purchasing such items could be draining if the team conducting the CP fails to partner with some financers. Despite the challenges associated with the education approach, it presents a better chance to engage the community in finding a long-lasting solution to the issue of gender violence.

Using Social Media to Identify and Outline Critiques

Social media presents a suitable chance to understand what people feel about the entire process, especially with regard to leaving some groups out of the education process. Some of the factors that make social media a suitable avenue for gathering data about those who critique the initiative is that it allows for quick and effective communication among many people. Both the sender and the receiver of the information do not have to wait for long to get feedback, especially if the other party chooses to give an immediate feedback. In addition, social media emerges to be the most suitable avenue for gathering information about what people feel about the mitigation approach because it allows for privacy thereby prompting the urge to speak freely without the fear of being reprimanded. In this case, therefore, Twitter and Facebook serve as the primary social media platforms that help to gather relevant data about the entire initiative.

Feedback from the two avenues show that some people think the approach may not work if some people do not attend the empowerment programs because of different factors. Those who do not receive the knowledge because of one restraining factor or the other may continue with gender violence and may end up reigniting the inappropriate behavior again. Feedback from the social media helps to intensify the avenues through which people can learn about the effects of gender violence to increase the chances that at least everyone has heard about the need to coexist with each other peacefully without disagreeing based on gender. For example, when many people express the view that they do not get the chance to learn about the dangers of gender violence because of their commitment at their place of work, it may be essential to develop adverts that are transmitted via radio and TV stations, and which have the capacity to reach people everywhere. Such a move would diminish the perception that failure to attend the education programs established at particular destinations may tamper with the primary goal of the community practice.

Information from the data gathered via the social media avenues show that some feel that failing to engage people of other communities in similar awareness programs could derail the attempts to overcome gender-based violence. They argue that members of the Inuit community may visit neighboring communities that still practice the act and pick the behavior even after choosing to embrace a new perspective. Response from the team is that it would be a better idea to conduct similar educational practices in neighboring communities to establish a harmonized perception that gender violence is wrong and people should not consider it as an option to settling their issues or prioritizing their interests.

Information from the social media avenues provide valuable tips that may help to improve value in fighting gender violence in the Inuit community. For example, the information shows that as much as a group may present itself to address the issue of gender violence while engaging members of the community, not everyone may have similar views or interests. Some will think that more need to happen to address the matter, while others will give negative criticism to disapprove the initiative. However, such disheartening remarks should not demoralize the team that want to change how the Inuit people relate to each other. Such comments should only provide more insight into what needs to happen differently to achieve the desired outcomes. Such criticism also helps to identify valuable information about the threats, opportunities, and strengths other than giving much data about weaknesses that may require considerable attention. 

The team in charge should not only rely on the first batch of information that comes from the examination of critiques from Twitter and Facebook, but should instead conduct similar reviews over and over again to make continuous improvements. Fortunately, one may not incur heavy expenses in conducting such researches over social media, which should be a motivating factor to perform more similar reviews. Regular performance appraisal present the chance to know the areas that require more attention and areas that could be advanced to achieve satisfying results. Such regular reviews may help to identify whether educators require any form of specialized training to make them more competent in particular areas. Moreover, the team in charge of the entire process gains increased morale and develop the spirit of working as a team when the reviews show that the practice is heading towards the right direction, and that many people are happy with the way program transform their lives with regard to gender-based violence. Continuously learning from the critiques of members of the target community offers a structured plan for the administrators to approach others for discussion on how to identify potential obstacles, make clear expectations, and establish mechanisms for the future. Moreover, such data help those steering the process to determine whether it is necessary to make any transfers, give promotions, or deliver any rewards to any particular individual or group. However, relying on outdated data may give a false impression about how the initiative works or impact on people as the community moves forward. The intervening team may not know what to introduce, why some areas are failing, and may not know when to stop the process.

How to Include Other Populations that are not Immediately Visible

The practice acknowledges that there are those who are not immediately reachable yet are part of the Inuit community and equally need the information on how to address gender violence. Fortunately, technology presents the chance to interact with as many people as possible even those who are far away. The interveners will engage those who are far away through social media avenues and send documents and videos that educate on the importance of disapproving gender-based violence. Educators will ask the participants to give their reactions and contributions on how to mitigate the issue. An alternative way would be to establish a team of mobile educators who move from one place to the other so that it is easier to reach those who are not immediately visible. The team would mainly use vehicles to move from one station to the other, although this may not be as frequent as conducting stationed programs because of the high cost and time constraints associated with the approach. Educators and other stakeholders will first notify the target population of the planned visit to establish an audience that would receive considerable guidance on how to address the problem as they give their views before merging them and arriving at an amicable solution. An effective way to reach the populations that are immediately visible would be to create a website where people can read many things about the entire project, especially about its mission to evade gender violence. The alternative is an effective technique because it gives people in far places to access the information. Nevertheless, the approach requires the group to work with a team of IT experts who monitor the site to ensure it contains no flaws and is always up to date. Finally, the team in charge of the community practice can reach those who are not immediately visible by encouraging those who receive the information to spread the message using word of mouth. Educators should remind both younger and older people to inform the people they meet in other places about what they learn about gender violence and if possible tell them the merits of overcoming the social phenomena. Although not many people may be able to relay the information as they learn or receive it, those who do will play essential roles in creating sensitization to those who cannot access the learning centers or attend community meetings and seminars.

Part 3: Practice Application

Executive Summary

The community practice has achieved several accomplishments this far, and the team in charge of the entire process now focuses on the next steps that would make the intervention successful. The initiative has managed to identify a community (the Inuit people) where many people feel that gender-based violence is a social problem that requires effective mitigation. Successful identification of the group’s problem is another key milestone in the practice. Knowing the problems firsthand provides the chance to develop suitable mitigation measures that would bring long-lasting and effective remedies. Another noteworthy achievement is being able to engage various stakeholders who all play essential roles towards achieving the target goals. Working with various stakeholders shows that the team leaders in charge of the process understands the benefits of working as a team, including increased chances to be innovative and ease of working towards the set goals and objectives. Being able to bring in various stakeholders makes it easier to get through financial issues without much complications, and also offers an opportunity to bring different ideas on how to address particular issues that have substantial effect on the community practice. The next step in this case would be to gather all the necessary resources and to set down to proceed with the CP. The planners would rely on a work plan that outlines all the major categories.

The process

The process entails working with various teams to educate members of the Inuit community about the negative aspects associated with gender violence, and to introduce them to the benefits of relating with each other on equal terms regardless of gender dissimilarities. The process entails identifying the most relevant information and transmitting it to the various groups that may perceive the call differently. The activity lasts as long as the educators and those in charge of the awareness process feel that the Inuit community understands the benefits of adopting relationships where people do not clash based on gender variations.  

Challenges

The process experienced some challenges that had significant impact on the entire process. One of the significant hindrances was the presence of impunity, which deter relevant authorities from engaging in the community process in the most effective manner. Consequently, impunity among those who should mitigate the issue has resulted in lack of accountability among the concerned personnel, which makes it difficult for different groups to come together towards addressing the concern. Several factor, encompassing widely acceptance of escalated violence against, absence of political will and commitment to mitigate the issue of gender violence, absence of political will, little protection from the law and improper enforcement, inadequate distribution of resources to combat the problem, and improper execution of national plans and commitments, which all add onto unavoidable impunity (Torjman, 2007). Such forms of impunity is much evident in areas and communities with ineffective justice structures and where customary law activities and more applicable informal legislative structures may clash with international human rights regulations, as it happens among the Inuit community. In such scenarios, reach to proper justice for women and girls who have survived violence are affected by hurdles such as social stigma, discriminatory views, financial hurdles, and gender bias all connected to women’s downplayed socio-economic condition (Torjman, 2007). Therefore, the practice has informed that dealing with impunity requires enough trial and reprimanding of those who encourage gender violence, and increased protection of women under the law. Moreover, it is possible to deal with the issue by advocating for increased protection of women under the law and unrestricted reach to justice system. More fundamentally, it is essential to do away with the views and feelings that promote, allow, or encourage violence against women of the Inuit community.

The other challenge encountered during the initiative was lack of adequate technical, financial, and human investment, which had considerable impact on attaining the desired outcome. It is imperative to acknowledge that whereas an increasing number of jurisdictions and territories have embraced regulations, the Inuit community is significantly behind in keeping up with these policies and benefitting from them (Public Safety Canada 2020). Consequently, the existing regulations in this region are hardly accompanied by enough financial allocations, and lack the necessary infrastructural, staffing, and institutional advancements and other valuable aid that be required at the community level to execute them (Public Safety Canada 2020). Moreover, knowledge and skills in averting and reacting to violence against women in the population, encompassing in evidence-based initiatives, is usually not much developed, especially in areas that lack enough resources such as in the Inuit community (Public Safety Canada 2020). The situation is worsened which prevalent rate of unemployment, a situation that makes it hard to retain highly qualified members of staff. Therefore, it is necessary to develop sustained and long-term investment in resources, encompassing for enhancing engagement of qualified women in various areas.

Tensions

Considerable tensions still make it difficult to address the issue of gender violence among the Inuit community. The tension that exists among the women in the Inuit community is whether people in this population are in a suitable position to secure employment and to excel in this area. Many have tension that their services may not be accepted because of the injustices they have experienced for quite some time (Bongiorno, 2016). Some may have the tension that the stigma they experience from members of the community, service providers, family members, and friends may deny them the chance to serve with much focus and commitment in their duties. The other tension that makes it difficult to address the plight of women in the target population is the negative perceptions and improper quality of care offered by service providers (Bongiorno, 2016). Such adverse views make many women and girls inferior to express their views with many fearing that their views and expressions may not attract much attention. The other tension that derails the attempts to improve the welfare of women in the target population is scare information on the resources and legal rights that everyone ought to enjoy, a situation which derails the attempts to help the affected group. Not many women would speak out to express their tribulations, and would opt to keep quiet for fear of being castigated or disregarded (Bongiorno, 2016). Therefore, it is essential to eradicate the possible tensions derailing the empowerment of women and adopt more effective measures to make them feel like part of the society.

Power Relations

Power in an interpersonal connection in which an individual or group has the capacity to influence another individual or group to take actions that would one would not undertake in their own volition. Power relations, on the other hand, refers to the connections between different parties or groups in a society. It has the capacity of one group or team to regulate others, and they are available at all spectrums of society. An evident aspect of power relations that still makes difficult to mitigate for the gender inequality that the Inuit women experience is tough conditions and regulations by their husbands. It happens that many women would be submissive to what their spouses say, and would not dare oppose a verdict even if it does not address their interests and desires. Mutual respect lacks in such settings, and often the man enjoys more benefits because of the unbalanced power relations between the two entities. The unbalanced power relations between men and women in the community has resulted in a scenario more men engage in activities that improve their socioeconomic stability while women remain at home to take care of children and other house chores. The imbalance in power relations is more harmful than many people in the Inuit community could perceive because not women can have the courage to stand and speak up against the injustice that denies them the freedom and desire to express their interests and feelings. Unless men and women take effective measures to ease the effects of power relations in the community, more women will continue to be at the mercy of their husbands and other men.

Handing Over the Practice

The team steering the process will hand over the practice to local administrators once the management is contented that many people have changed their views regarding gender-based violence. The local administrators will intervene in emerging gender violence and take appropriate action to ensure that such incidences do not reemerge. However, the team in charge of the CP will provide any necessary assistance whenever necessary to ensure that the community benefits and the rate of gender-based violence goes down even further.

Use of Photo Voice

Photo Voice 1

Photo voice one shows the possibility impact of the education process on the Inuit community. The possible direct effects of empowering the community, include equipping them with cognitive skills on how to address the issue of gender violence, equipping them with effective problem solving techniques, exposing them to more appropriate knowledge, and introducing them to a wider perception of risk. The possible indirect effects of educating the community about the dangers of gender-based violence, include increased opportunity to work together and avert poverty, and better reach to helpful information. All these effects contribute towards easing the vulnerable situation that has far-reaching implications.

Photo Voice 2

The photo voice helps to understand some of the key stakeholders who will take part in the CP. State officials, including policymakers will be part of the team, and will provide relevance legal guidance to ensure that everything happens in accordance with the law. The policymakers will represent the state’s interest in the matter, and will be influential in determining the funding that the project receives from the government. The other team of stakeholders are parents and members of the community who are among the key participants. The study targets them and hopes to transform their perception on gender violence. The other essential stakeholders in this case are educators who are responsible for educating members of the community about the importance of overcoming gender-based violence. All these stakeholders must work together to achieve the desired goals and objectives. It is apparent from the photo voice that the project will not deliver the expected goals if one of the team members decides to pull out, an incident that stakeholders would not want to happen.

Photo Voice 3

Photo voice three illustrates some of the areas that the education would address. Regarding health policy, the community practices will inform people to put more emphasis on violence against women (VAW). The CP will encourage active coordination at the Ministry of health regarding VAW, as well as advocate for collaboration at various levels. Moreover, the training will sensitize the community on the importance of undergoing constant training on intimate partner violence (IPV), as well as enlighten people on the importance of adopting suitable protocols on how to deal with IPV. In addition, the practice will sensitize the community on why it is imperative to collaborate with other parties to address the matter, as well as seek counselling when one becomes a victim of the violence. The CP will focus on imparting people with adequate knowledge about VAW that they can use to avoid such conflicts, as well as call on intervening groups to develop proper plans that would help to avoid confusion when addressing the matter at the community level.

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