TY  - SER
AU  - Seuffert, Nan
TI  - Lawyering and domestic violence: feminist pedagogies meet feminist theories
SN  - 0112-4099
U1  - H/C 
PY  - 1994///
CY  - Dunedin
PB  - Women's Studies Association New Zealand
KW  - FVC
KW  - DOMESTIC VIOLENCE
KW  - FEMINISM
KW  - INTERVENTION
KW  - JUSTICE
KW  - SOCIAL WORK PRACTICE
KW  - TREATMENT
KW  - INTIMATE PARTNER VIOLENCE
KW  - PREVENTION
KW  - NEW ZEALAND
N1  - Women's Studies Journal 10(2) September 1994 : 63-96; nz
N2  - This article starts from the premise that domestic violence is a socio-legal problem with an emphasis on the importance of lawyers in terms of women's physical safety in society. The role of the lawyer and their attitude to domestic violence is the central theme of the article. It is argued that a lawyer's understanding and analysis of domestic violence may impact on their legal representation of women and therefore the women's safety. The article considers how to integrate theories and practices of lawyering with the experiences of women. Revision of theories is seen as critical, given the fluid and diverse experiences of women survivors of domestic violence. It suggests that the development of feminist theories of lawyering be grounded in sound practice, which is informed through existing feminist theory. The experiences of women survivors are seen as an integral aspect in this theory development. A case study of women survivors of domestic violence is presented, which highlights a lack of understanding of domestic violence on the lawyer's part, a perception the women conveyed. Limitations of the study are discussed. The article then proposes a pedagogy for teaching lawyers the dynamics of domestic violence via Education Groups, a way of teaching that incorporates a participatory democratic style, which treats learners as subjects rather than passive receivers of information. It is concluded that sound practices of feminist lawyering necessitate an understanding of the experiences of women, along with the continuation of critical testing and re-visiting of women's experiences. Education Groups are seen as a way of achieving this
ER  -