Gender empowerment in agriculture and development


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Ken Keller's 2013 Aquaculture and Gender empowerment presentation at the NCGE 2013, Economic Geography APHG strand

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  • Students should read first 6 pages of the article
  • (To be used after students complete the collaborative ESPeN activity)1.Share ESPeN ideas2. Share Flowcharts3. Share researchers’ flowchart and discuss the comparison to the flowcharts students created
  • (To be used in discussion or for homework)Carney:
  • Gender empowerment in agriculture and development

    1. 1. Gender Empowerment in Agriculture and Development: A Case Study usingAquaculture Ken Keller NCGE Denver 2013
    2. 2. Lesson Overview Summary: In this lesson, students will examine how empowering women in aquaculture can lead to positive outcomes for gender equity and a state’s overall level of development. Unit: Unit V (Agriculture, Food production and Rural land Use) Unit VI (Industrialization and Economic Development) Connections to APHG Course Outline: V. Agriculture, Food Production, and Rural Land Use C. Rural land use and settlement patterns 1. Models of agricultural land use 2. Settlement patterns associated with major agriculture types: fishing and aquaculture 4. Roles of women in agricultural production and farming communities VI. Industrialization and Economic Development B. Social and economic measures of development 3. Gender Inequality Index C. Contemporary patterns and impacts of industrialization and development 1. Spatial organization of the world economy 2. Variations in levels of development (uneven development) 6. Sustainable development 8. Women in development and gender equity in the workforce
    3. 3. Essential Questions and Objectives Essential Questions: 1. What role do women play in agricultural production in different parts of the world? 2. What resources are needed to empower women in the field of agriculture? 3. What is the impact economically, socially, politically, and environmentally in empowering women in the field of agriculture? Objectives: 1. Students will be able to explain the difference in women’s involvement in agriculture in LDCs and MDCs. 2. Students will be able to explain how gender empowerment reduces a state’s level of gender inequality using the case study of Bangladesh women in aquaculture.
    4. 4. Class Brainstorm #1: What is Gender Inequality? • Men and women are not equal • Rubenstein: “The UN has not found a single country in the world where women are treated as well as the men… The UN argues that inequality between men and women is a major factor that keeps a country from achieving a high level of development.” • Hillary Clinton on Gender inequality from Half the Sky:
    5. 5. Class Brainstorm #2: What is Gender Empowerment? • Rubenstein: “…empowerment refers to the ability of women to achieve improvements in their own status – that is, to achieve economic and political power.” • Used by the UN as part of the Gender Inequality Index: • Empowerment involves: 1. Level of education 2. Number of legislative seats held by women Sheryl WuDunn on gender empowerment. TED talk : Our century’s greatest injustice.
    6. 6. GEM ~ Gender Empowerment Measure • Part of the Human Development Index • Examines the extent to which women and men are able to actively participate in economic and political life and take part in decision-making • More Power  Higher level of Development
    7. 7. To the Maps! 1. Women in Agriculture 2. LDCs and MDCs 3. Gender Empowerment What connections can you make between these maps?
    8. 8. Map 1: Women in Agriculture
    9. 9. Map 2: Map of LDCs and MDCs
    10. 10. Map 3: Gender Empowerment
    11. 11. What the UN might say… •
    12. 12. Women and Aquaculture
    13. 13. Collaborative Group Activity: Case Study Analysis • Focus Question: How will empowerment in small-scale agriculture result in decreasing gender inequality and impact the development of a nation? • Small Group Work: 1. ESPeN Preparation including Gapminder Data Collection Evidence 2. ESPeN Talking Head Analysis of Bangladesh 3. Flow Chart Creation (Small Scale Agriculture  Gender Equality)
    14. 14. Whole-Class Debrief Howdoes yourgroupsflowchartcompareto theone createdbytheresearchers?
    15. 15. What resources are needed to empower women in aquaculture?
    16. 16. Whatis the impact Economically,Socially,Politically, and eNvironmentallyin empoweringwomenin the field of agriculture?
    17. 17. Synapse Questions 1. What are the long-term effects on development with training women in the field of agriculture? Remember ESPeN! List at least two for each category. 2. How are gender equity and economic development related? 3. Are women’s activities in aquaculture sustainable? 4. Explain how each of the following individuals (or models )would respond to the case study results in Bangladesh: A. Judith Carney B. E. Adamson Hoebel C. Demographic Transition Model D. Johann Heinrich von Thunen
    18. 18. TED talk on Sustainable Aquaculture. How I fell in love with a fish  _with_a_fish.html