Abstract

The purpose of this investigation was to explore the context of self-defense courses through instruction attributes and paradigmatic approaches, grounded within the theoretical frameworks of perception, learned behavior, and gender using case study research. Extensive researcher and instructor background and experience were used to frame the study to appropriately identify context relevant to students' lived experiences related to sexual and physical assault.

In-depth interviews were used in the collection of raw data. A step-wise analysis process using a variety of software technologies was utilized to carefully analyze and interpret the data. Four distinct themes emerged from the data: context and setting of the self-defense course; informing the self-defense course through gender, power, past experiences, and learned behaviors; methodological and instructional frameworks; and elements of perpetration: role-play and instructional attributes.

As the data revealed in this case study, the University of Idaho self-defense course program included several fundamental instructional attributes necessary to address the type of risks inherent to the campus culture. Since instructional attributes and pedagogical considerations were socially constructed, it was necessary to investigate key historical experiences of case study participants and the researcher from an emancipatory paradigm.

Changes regarding self-defense are dependent upon self-defense instructors, researchers, and university administrators to change the expectation of self-defense course. Traditionally, self-defense courses have been thought to prevent sexual and physical violence. Future research and language change needs to involve a change in this paradigmatic approach, to self-defense courses addressing relevant and appropriate context of students' lived experiences involving non-stranger violence on a college or university campus.