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Inception_GST.pptx
- 1. Review on Basic Gender Concepts Marlon Viejo National Programme Officer – Women, Peace and Security
- 2. Objectives Learn about basic sex and gender concepts Introduce basic building blocks for gender analysis
- 3. Whose work is it anyway?
- 5. Sexually Determined • Biologically acquired, genetically acquired difference • Physiologically, only females have a uterus • Only females can bear children
- 7. Sexually Determined • Biologically and genetically acquired • Only females have the biological capacity to breastfeed for nutrition • However, in some cultures such as in the Aka pigmy tribe in South Africa males breastfeed their children for comfort
- 9. Socially constructed, reinforced by gender stereotypes
- 12. Soldier?
- 14. Basic Building Blocks for Gender Analysis
- 15. Sex and gender Sex Natural, biological characteristics of being a man or a woman Physical attributes pertaining to a person’s chromosomes, body contour, features, genitals, hormones, genes, chromosomes and reproductive organs Gender Socially differentiated roles, characteristics and expectations attributed by culture to women and men. Social behaviour of women and men and the relationship between them. May vary according to age, class, race, ethnicity, religion and other beliefs and ideologies, socio- economic and political environments
- 16. Gender analysis • A systematic way of identifying the status, roles and responsibilities of women and men in society, as well as their access to and decision over control of resources, benefits and opportunities. • Determining the factors influencing gender relations and its potential impacts on policies, systems, programs and projects.
- 17. Building blocks of gender analysis: Gender division of labour (Moser) Reproductive roles Productive roles Community managing roles Community politics roles Child bearing/ rearing and domestic tasks Production, manufacturing and retail with exchange or use value Activities at the community level to ensure the accomplishment of reproductive roles Activities at the community level within the framework of politics Maintenance of the labour force Provision and maintenance of scarce resources Provides status or power in the community Unpaid Paid Usually unpaid Paid or unpaid Mostly done by women Mostly done by men; women are paid lower than men Mostly done by women Mostly done by men
- 18. Building blocks of gender analysis: Practical and strategic gender needs (Moser) Practical gender needs Strategic gender interests Response to an immediate perceived necessity Formulated from concrete conditions Formulated by an analysis of women’s subordination in society Derived from women’s position within the gender division of labour Do not challenge the subordinate position of women although they arise out of it Challenge the nature of the relationship between men and women Needs arising from and reinforcing women’s reproductive and productive roles May include: Water provision Health care Income earning for household provisioning Housing and basic services Family food provision May include: Abolition of gender division of labour Alleviation of the burden of domestic labour and child care Removal of structural forms of discrimination such as rights to land or property Access to credit and other resources Freedom of choice over child bearing Measures against violence
- 19. Building blocks of gender analysis: Manifestations of gender bias (HASIK) Multiple burden Performing multiple roles despite limited time, energy and resources of women and men Gender stereotyping Assigning unquestioned and unexamined and roles, beliefs and perceptions on women and men Marginalization Relegating women and men traditionally acceptable activities, projects, and programs connected with gender division of labour Subordination Lower status attributed, most especially to women, in society arising from gender stereotyping Gender-based violence Harm perpetuated against a person’s will
- 20. Building blocks of gender analysis: Levels of empowerment (Longwe) Welfare Level of women’s material welfare (income, food, health care) relative to men Access Level of women’s access to factors of production (land, labour, credit, training, market facilities and all public services and benefits on an equal basis with men Conscientization Level of conscious understanding of the difference between sex and gender, the belief that gender division of labour should be fair and agreeable to both sexes, and not involving economic or political domination of one sex to the other Participation Level of women’s equal participation in the decision-making process, in policy-making, planning and administration Control Level of women’s control over the decision-making process, through conscientization and mobilization to achieve equality of control over factors of production and distribution of benefits
- 21. Some important points about gender analysis Women and men should not be collectivized. Gender analysis is usually undertaken at the beginning of any development intervention but it should be integrated throughout the entire development planning process/ cycle, i.e., from data gathering until evaluation and development of benchmarks.
- 22. Some important points about gender analysis Data gathering is needed as basis for gender analysis. It is crucial that the data gathered and analysed are validated with the community, especially women, to ensure that the data are devoid of value-laden judgments.
- 23. MARAMING SALAMAT
Editor's Notes
- Play a short quiz Audience participation, random people in the audience about the kind of work. And who does it Justify your answer
- Girl children are given the toys of cookery and boys are given guns and motor bikes to play and girls in the coeducation classes are expected to clean the surroundings, or asked to play soft games like cooking. Perpetuated by institutions, commercials, belief In these commercials, mothers are usually the ones seen left at home (dancing with their children, playing and it is immediately assumed that men are out of the house doing productive work. KAHIT NA MAS MALAKI NAMAN AT MAS MADAMING PROJECTS si SARAH LAHBATI ngayon quesa kay Richard Gutierrez
- In parts of Asia it is common to see women working as labourers constructing roads, while in Europe this road construction is generally a men’s job. • South’s Asia women common to be laborers, Thailand female construction workers
- Coming from the notion that women are peace makers, women are naturally more peaceful or frail or weak or unable to defend themselves
- Gender is constructed culturally – varies according to culture even within cultures/religion
- "Gender analysis is a method of identifying, analysing and understanding: · different activities of women, men, boys and girls (gender roles); · relations between men and women (gender relations); · patterns of women's and men's access to and control of resources."It is an important planning tool because it provides information on the 'gender map' and makes it possible to plan. It gives information on: · who performs what activities and at what levels - household, community or national;· who owns what resources; · who uses what resources; · who has ultimate control of the resources, at the different levels; · which major environmental factors (culture, religion, politics, etc.) have critical influence, and may be responsible for maintaining the system of gender differentiation and inequity.
- In some cultures, purchasing items for household use, is a men's task, and in others women control household purchases. • In some Buddhist cultures, it is considered 'lowly' to handle money. Because of their lower social status, handling money is often women's responsibility. In some Islamic cultures, on the other hand, men may control household finances and purchase all items for household use. It is often argued that the gender division of labour is a result of biological traits; however, if we notice that in some societies women perform tasks and jobs that in some other societies are traditionally considered as men’s jobs, and vice versa, we see the division of labour has much to do with what each society perceives as appropriate for both sexes. In most countries, house chores – like cleaning, cooking, washing clothes – and everything that relates to sustaining the household – like fetching water of fuel, small scale agriculture for self-sustainment – are typically women’s or girls’ tasks, even when they have a paid job outside the home. On the other hand, more technical house tasks, like dealing with electrical or mechanic equipment, is traditionally a man’s job.
- Practical gender needs are the needs of women in their socially accepted roles. DOES not change roles Strategic gender interests Practical gender needs do not challenge, although they arise out of, gender divisions of labour and women’s subordinate position in society. These needs are a response to immediate perceived necessity, identified within a specific context. They are practical in nature and often stem from inadequacies in living conditions such as water provision, healthcare and employment. Instead of only concentrating on improving women's condition (immediate, material circumstances in which women live, related to their present workloads and responsibilities) their condition should be improved in a way that changes their position ( the place of women and men in society relative to men) and contributes to their empowerment. Changing women's positions requires challenging unequal gender relations which are typically skewed in favour of men. Gender relations create and reproduce systemic differences in men's and women's position within a given society and they define the way in which responsibilities, claims and resources are allocated and the way each is given value. Changing women's condition and position are mutually reinforcing and need to be transformatory.
- The discrimination perpetuated and maintained by all the informal institutions like family, society and formal institutions also practice discrimination in a subtle way and in some cases it is explicit.
- Strengths of the framework Develops the notion of practical and strategic gender needs into a progressive hierarchy. Shows that empowerment is an essential element of development and enables assessment of interventions along this criterion Has a strong political perspective, aims to change attitudes Welfare is defined here as the lowest level at which a development intervention may hope to close a gender gap. By welfare we mean an improvement in socio-economic status, such as improved nutritional status, shelter, or income. But if an intervention is confined to this welfare level, then we are here talking about women being given these benefits, rather than producing or acquiring these benefits for themselves. This is therefore the zero level of empowerment, where women are the passive recipients of benefits that are ‘given’ from on high. Access is defined as the first level of empowerment where women improve their own status, relative to men, through their own work and organisation arising from increased access to resources. For example, women farmers may improve their production and general welfare by increased access to water, to land, to market, to skills training, or to information. But was the information which was considered appropriate ‘given’ to them by ‘higher authorities’? Or did they increase their own access? If it is the latter, then this suggests the beginning of a process of conscientisation – of recognising and analysing their own problems, and taking actions to solve them. Conscientisation is the process by which women realise that their lack of status and welfare, relative to men, is not due to their own lack of ability, organisation or effort. It involves the realisation that their relative lack of access to resources actually arises from the discriminatory practices and rules that give priority access and control to men. Conscientisation is therefore concerned with a collective urge to action, to remove one or more of the discriminatory practices that impede women’s access to resources. It is here where the potential for strategies of improved information and communication as a means for enabling the process of conscientisation becomes more evident. It is driven by women’s own need to understand the underlying causes of their problems, and to identify strategies for action. The leadership of more liberated and activist women is essential at this phase where dissatisfaction with the established patriarchal order moves on to concrete steps. Mobilisation is therefore the action level which complements conscientisation. First, it involves women coming together, recognising and analysing their problems. Women begin to identify strategies to overcome discriminatory practices, and plan to take collective action to remove these practices. Here communication may not be merely concerned with the mobilisation of the group, but also to connect up with the larger women’s movement, to learn from the successes of women’s similar strategic action elsewhere, and to link up with the wider struggle. Here communication entails joining the global sisterhood in the struggle for equal rights for women. Control is the level reached when women have taken action achieving gender equality in decision-making on access to resources. They have taken what is rightly theirs, and no longer wait indefinitely for resources to be ‘given’ to them at the discretion of men or the whim of patriarchal authority. Here the role of information and communication is to spread the word on the development of successful strategies. For example, in the widows’ fight to retain title to their property after their husband’s death, strategies developed by women in Zambia may be equally useful, or adapted, in Southern and Eastern Africa.
- But think of the frameworks as lenses in a pair of spectacles, similar to an optician who changes the lenses, the better for the patient to focus and choose the proper lens. Eaach framework provides a different lens or adds lenses that bring into fore additional aspects of the project evaluation. This enables you to map out wellfocused priorities for your gender evaluation. Using your different lenses, you now have a pair of spectacles that will help you focus on the: weakest aspects of the project where gender issues are absent; types of evaluation questions needed to look at vis-à-vis aspects of the project; more severe or crucial gender issues which the project needs to address; important underlying causes which need to be addressed; and aspects of women’s empowerment to which the project can contribute. With your new spectacles, you will now be able to focus on the evaluation problem and priorities. After that, you will be in a position to begin formulating essential evaluation questions, indicators, and methods for collecting the essential information. So, before you do anything, don’t forget to put on your spectacles!