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Whether or not women should physically resist a male attacker has been a long-contested issue. This article enters this debate drawing on findings from an evaluation of a feminist self-defense course. It locates these data within a broader historical context to question dominant discourses around ideal femininity and explore the potential for empowerment such courses can offer, particularly for women deemed at high risk. It draws on qualitative data from interviews with course participants ( n = 15), community stakeholders ( n = 15), and self-defense instructors ( n = 7), as well as quantitative data from pre-post course evaluations ( n = 115). Findings are presented to demonstrate how participants and stakeholders from a diverse range of women's groups experienced the program. Evidence is presented that the participation not only resulted in increased self-defense skills but importantly also the confidence and attitude to put these skills into action, if required. Factors identified as critical to the success of these courses are explored, and the implications are assessed in relation to both prevention and empowerment.

Can self-defense courses empower those already victimized? This article explores the potential for self-defense courses to have specific efficacy in the prevention of intimate partner violence (IPV). It draws on interview ( n = 36) and pre- and postevaluation ( n = 44) data from two studies: (a) evaluation of a pilot study of a feminist empowerment self-defense course designed specifically for women's refuge/shelter clients (Violence Prevention Project [VPP]) and (b) evaluation of women's self-defense courses collected as part of a larger evaluation study (Skills for Safety). The overwhelmingly positive findings from both studies suggest greater consideration be offered to providing further collaborative refuge/self-defense courses for women victimized by IPV.

Although growing recognition is being given to the benefits of teaching self-defense skills to college women, very little research attention has considered the impacts of providing such courses to school-aged girls. This article presents the findings from a large-scale evaluation of self-defense programs provided to three different age groups of schoolgirls from diverse backgrounds in New Zealand, drawing on survey responses from the girls themselves, supplemented by qualitative data provided by key informant interviews with their school and self-defense teachers. The findings provide clear evidence of the many positive benefits that can result for girls of all ages who participate in feminist self-defense courses taught by carefully trained instructors with a strong empowerment focus.