Consent Pedagogy and Practice - IMR Submission - Amber Hardiman - January 14 2021

1. Consent Pedagogy and
Practice: ExploringConsent
Discourses alongside other
GenderedSocialConcerns in
Porto, Portugal, 2018
Curator: Amber Hardiman
PhD Student in Film,
Television, and Media
University of Michigan,
Ann Arbor

2. GENDEREQUALITY:THE8 DOMAINS
1.Work / Employment
2.Economics / Money
3.Knowledge / Education
4.Time-Use (Emotional / Domestic Labor, or, “the unpaid care
burden”)
5. Power
• Political
• Economic
• Social
6. Health
7. Violence
8. Intersecting Inequalities
*Research Source: Gender Equality Index 2017: Measuring
Equality in the European Union 2005-2015, in partnership with
AIESEC International

3. What isGender Equality?
 Gender Equality: the state in which access to rights
or opportunities is unaffected by gender
 Gender equality is achieved when men and
women enjoy the same rights and access to
all sectors of society
 EX: Economic participation
 (ex: same pay for the same work)
 (ex: ability to go to school and get an
education)
 EX: Political decision making (an equal
number of women in politics as men with
power to influence policy)
 When the needs and goals of women and men are
valued equally and fairly
United Nations Sustainable
Development Goals by 2030:
#5, Gender Equality

4. DOMAIN # 1
WORK / EMPLOYMENT
 Concerns the opportunities available to men and
women to have stable careers and a work-private
life balance
 Research has shown that employment is more
limited for women with low qualifications /
education and disabilities
 There are also uneven concentrations of women
and men in different working sectors
 Women are statistically more likely to work in
social work and service sectors which are also
characterized by lower pay and less formal
working arrangements

5. DOMAIN # 2
ECONOMICS / MONEY
 Poverty reduction remains a challenge – there are
gender gaps in monthly earnings and income
 Monthly earning and income gaps have gotten
slightly better, but on average women still earn
less than men
 Having children has often resulted in a financial
penalty for women and a financial boost for men
 This is related to how family types intersect with
finances (women and men are more equal at the
start of the careers before women have kids and
take maternity leave)

6. DOMAIN #3
KNOWLEDGE / EDUCATION
 In previous generations, more men than women
completed secondary education – the gender gap is
reversed among young people today (aged 25-49)
 With few exceptions – women generally have higher
educational attainment than men
 Even still, women’s opportunities in the labor market
are more limited – working more often in sectors
where their knowledge or skills are not recognized or
compensated fairly
 Compared to men – women more often leave the
workforce, face precarious employment and lower
pay, and are more affected by the ‘glass ceiling’ which
prevents their career progress

7. DOMAIN #4TIME-USE
 This domain is important because it tries to capture
gender inequalities related to unpaid work – which
women spend a disproportionate amount of time doing
 Care, domestic work, and social activities
 Some have called this type of unpaid work “emotional
labour” – the domestic work that women more often do
at home and in relationships (Arlie Hochschild, The
Managed Heart, 1983)
 This is also known as the ‘unpaid care burden’ – often
done by those who have children
 In 2015 for example, a study by the EU revealed more
men engaged in sports, cultural, and leisure activities
outside their home, except for in 3 states.
 The unequal division of time impacts women’s ability
to spend time on social activities

8. DOMAIN # 5 - POWER
 This refers to gender equality in decision-
making positions, across:
 Political
 Economic
 & Social spheres
 Men still make more decisions in research
funding, media, & sports (social power)
 Media Example: even though 2/3 of
graduates of journalism are women, women
hold only 1/3 of board memberships or
presidencies of public broadcasting entities
across the EU
 The representation of women in top decision
making sports agencies is the lowest area –
only 14% on average

9. DOMAIN #6 - HEALTH
 This domain looks at different life expectancy
 Lower education = lower health, especially for
women
 On average, men in the EU-28 live 5.4 years less
than woman, but women are less likely to
perceive their health as ‘good’ or ‘very good’
(i.e., being disability-free)
 Men are more physically active than women, but
smoke and drink more
 Medical and dental care needs of single mothers
and people with disabilities are often unmet

10. DOMAIN # 7
INTERSECTING INEQUALITIES
 The EU Gender Equality Index conducted an
intersectional analysis to reveal broader insights of
how gender intersects with:
 Age
 Education
 Family composition and parenthood
 Country of birth
 Disability
 However, due to limited availability of high-quality
EU-wide comparative data, the actual analysis
presented a limited number of intersections, and was
not available for certain social categories:
 Sexuality
 Ethnicity
 Nationality
 Religion
 A more detailed approach to migrant background or
different disabilities proved to be impossible for the
EIGE to analyze for its 2017 report.

11. DOMAIN # 8 -VIOLENCE
 According to the EIGE, the root cause of violence
against women is unequal power relations
between women and men
 Work, health, money, power, and time-use
 The goal is not to look at differences between
men and women in terms of experiences of
violence
 (Since those who experience intimate partner
violence are a sub-group that doesn’t make up
the entire population) –
 Rather, the goal is to erase violence altogether
 The EIGE looks at the extent of violence, forms,
& contextual factors


12. Pedagogical
Tools/Prompts
for Exploring
the 1st Domain
(Employment)
and the 8th
Domain
(Violence) and
their
relationships to
consent
 The concentration of women
and men in different sectors
and occupations is a major
cause of:
 The gender pay gap,
 The gender gap in pensions,
 &Women’s overall economic
dependence throughout life
 Employment in education,
human health, and social work
remains dominated by women
 Employment in Science,
Technology, Engineering and
Mathematics (STEM) remains
largely dominated by men
 “At the EU level, men
represent over 8/10 workers
in STEM occupations” (EIGE,
2017)
Questions
1.Why do you think there are
more women in education / health
/ social sectors, and men in STEM
(Science,Technology,
Engineering, Math) careers?
2. Do you think this difference in
professional orientation is learned
or due to individual preference?
(Nature vs. Nurture?)
3. Are the statistics a coincidence?
Or are there stereotypes of
masculinity / femininity attached
to these working outcomes? If so,
what stereotypes have you seen /
experienced?

13. Questions to
ask students
about #MeToo,
developed for
classes
conducted in
non-North
American
settings (but
broadly
applicable)
 What do you already know about sexual harassment and the #MeToo
Movement?
 What do you need in order t feel safe discussing this subject collectively in
class? i.e., Content warnings, frequent breaks, excused absences?
 What questions do you have about this movement and the issues it has
raised?
 Why might this be a difficult topic to discuss in-class?
 What barriers might exist to learning about this topic and discussing it as a
group?
 Are there any ground rules that should be developed before we have our
discussion? If so, what do you think these should be?
 Do you think that overall, this is an important topic to engage with in school?
As a community?
 Do men and boys have a different role to play than women and girls in
fighting sexual harassment and assault? If so, how? If not, why not?
 Why does sexual harassment and/or assault happen? How has it persisted?
 What are your thoughts on existing harassment policies in workplaces?What
others would you propose?

14. Main EIGE
Findings
Related to
Violence
 There are 3 subdomains of violence:
 Prevalence
 Severity
 Disclosure
 3 tier indicators of violence against women
 The extent of violence against women
 Broader range of the forms of violence against women
 Contextual factors informing the causes and circumstances
surrounding violence against women
 Across the EU how many victims of sexual assault and/or physical
violence disclose the incident to others?
 According to the EIEG, only 1/2 women report their
experiences of abuse
 What is femicide?
 The murder of women and girls on account of their gender
 The majority of women’s deaths are perpetrated by ______?
 An intimate partner rather than a family member or
relative

15. Pedagogical
Tools/Prompts
for Exploring
the 1st Domain
(Employment)
and the 8th
Domain
(Violence) and
their
relationships to
consent
 What do you think the cause of violence against
women?
 According to the EIGI it gendered violence a result
of unequal power relations as well as structural
inequalities in the domains we’ve talked about –
work, health, money, power, knowledge & time-
use
 Violence against women is:
 The most brutal manifestation of gender inequality
 A violation of human rights
 A form of discrimination against women

16. Discussion
Prompts
related to
Gendered
Violence
 What do you think might prevent women (and men) from
disclosing & reporting their experiences of violence & abuse?
 What can we do to change this?
 What are some of the social consequences of domestic violence?
 Who is responsible for ending violence against women?
 How can we eradicate gendered violence as a society?
 How important is it to change cultural attitudes that normalize
violence?Or, should we focus on social support & laws?
 Which needs to come first?
 What are the links between gender violence and the other
domains?
 Ex: Health access & domestic violence? Economic
dependence and employment barriers?
 Is it helpful to think of women as your daughter, sister, wife, or
mother when talking about domestic violence?
 Is there another way to make the topic important without framing
women as only important in relation to men? i.e., women are
people