gender based violence course

1. (PSU)
GAROWE-CAMPUS
Course: GENDER BASED
VIOLENCE (GBV).
Instructor: Yasin Mohamoud
Mohamed.

3. COURSE CONTENTS
1. Overview of Gender, violence and development.
2. Gender Analysis.
3. Sexual and Gender based Violence (SGBV).
4. Action against Sexual and Gender Based Violence's.
5. Responding to Survivors.

4. METHODS OF TEACHING.

5. EXPECTATIONS.
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6. CHAPTER 1: Understanding importance of Gender.

7. Introduction
All academic disciplines as they now exist,
whether sociology, psychology,
astronomy, physics, theology or
chemistry, have been developed largely
by men.
It is men:
1. who run governments,
2. control education systems,
3. who earn most of the money,
4. and who are generally consider the
movers and shakers of the society.

8. Myths and facts
For decades, culture, athletic
governing bodies, and PE curricula
perpetuated the myth that girls and
women should not compete in sport.
Last 30 to 40 years, girls and
women have achieved great athletic
feats.

9. What is gender?
Gender refers to all the characteristics, expected behavior and roles
of men and women which a particular society has determined and
assigned to each sex.
Gender refers to the roles and responsibilities of men and women that
are created in our families, our societies and our cultures.
Gender roles and expectations are learned. They can change over
time and they vary within and between cultures. Systems of social
differentiation such as political status, class, ethnicity, physical and
mental disability, age and more, modify gender roles.

10. Concepts of gender.
The concept of gender is vital because, applied to social
analysis, it reveals how women’s subordination (or men’s
domination) is socially constructed. As such, the subordination
can be changed or ended.
It is not biologically predetermined nor is it fixed forever. In
order to fully understand how society and biology are
combined in a social order it is important to define concepts:
Sex refers to biologically determined differences between
men and women that are universal.

11. Gender may vary.
1. From generation to generation: You only need to think about how different
the day in the life of your grand-father or grand-mother would have been at
your age and you will appreciate how much change gender roles have
undergone.
2. From place to place: Tasks that are intimately related with men in one place,
are the tasks of a woman in another. For example, cutting trees in the forest
for firewood is generally man’s work in Finland whereas in Tanzania it
would be women’s work, or farmers in North America are assumed to be
men whereas in most food production in Africa is done by women.
3. from time to time: Our own roles change as we grow from a daughter/ son to
an adult and a parent.

12. Difference between Gender and Sex.
Sex Gender
Biologically determined Socially constructed
Innate Learnt
Unchangeable Dynamic and changeable
Universal Differs with in and between
cultures

13. Sex or gender:
1. Women give birth to babies. Men don’t.
2. Little girls are gentle and timid; boys are tough and
adventurous.
3. In many countries, women earn 70% of what men earn.
4. Women can breastfeed, men need a bottle for feeding
babies.
5. Men are decision makers.
6. Boy’s voice break at puberty, girls do not.

14. Sex or gender:
7. In ancient Egypt, men stayed at home and did
weaving. Women handled family business.
8. Men are the best chefs
9. Women are poor managers
10.Men think and act more rationally than women.
11.Most men are taller than women.
12.Women are more loving and caring.

15. Development
A simple definition of development is the
improvement of people’s wellbeing in all
aspects or dimensions of their life. It is also
a process of changing people’s attitude,
knowledge and cultural practices.
Amartya Sen on Development “Economic
growth cannot be sensibly treated as an
end itself. Development has to be more
concerned with enhancing thelead and the
freedoms we enjoy”
lives we

16. Gender socialization
Gender socialization is the process
by which we learn our culture's
gender related rules, norms, and
expectations.
The most common agents of gender
socialization in other words, the
people who influence the process
are parents, teachers, schools, and
the media.

17. Gender socialization in childhood
The process of gender socialization
begins early in life. Children develop an
understanding of gender categories at a
young age.
Studies have shown that children can
discern male voices from female voices
at six months old, and can differentiate
between men and women in
photographs at nine months old.
Between 11 and 14 months, children
develop the ability to associate sight
and sound, matching male and female
voices with photographs of men and
women.

18. Gender socialization in childhood
By age three, children have
formed their own gender identity.
They have also begun to learn their
culture’s gender norms, including
which toys, activities, behaviors,
and attitudes are associated with
each gender.
Because gender categorization is a
significant part of a child's social
development, children tend to be
especially attentive to.

19. Agents of socialization
An "agent" of gender socialization is any
person or group that plays a role in the
childhood gender socialization process.
1. Parents: are typically a child’s first
source of information about gender.
For example, a son may engage in
more roughhousing with his father,
while a mother takes her daughter
shopping.
The child may learn from their parents
that certain activities or toys correspond
with a particular gender (think of a
family that gives their son a truck and
their daughter a doll).

20. Agents of socialization
2. Teachers model gender roles
and sometimes demonstrate
gender stereotypes by
responding to male and female
students in different ways.
For example, separating students by
gender for activities or disciplining
students differently depending on
their gender may reinforce
children’s developing beliefs and
assumptions.

21. Agents of socialization
3. Peers also contribute to gender
socialization.
Children tend to play with same-
gender peers.
Through these interactions, they
learn what their peers expect of
them as boys or girls.
These lessons may be direct, such as
when a peer tells the child that a
certain behavior is or is not
"appropriate" for their gender.

22. Agents of socialization
4. Media: media teaches children
about what it means to be a boy
or a girl. Media conveys
information about the role of
gender in people’s lives and can
reinforce gender stereotypes.
For example, consider an animated
film that depicts two female
characters: a beautiful but passive
heroine, and an ugly but active
villain.

23. Gender socialization throughout the life span.
Gender socialization is a lifelong
process. As adults, our beliefs about
gender may grow more nuanced
and flexible, but gender
socialization can still affect our
behavior, whether in school, the
workplace, or our relationships.

24. Activity.
THINK ABOUT THE LAW OR
INSTRUMENT THAT PROTECTS THE
RIGHTS OF WOMEN?

25. Development in gender
Women’s rights are protected by many
international instruments and laws.
The best known is probably the
Convention for Elimination of
Discrimination Against Women (CEDAW,
1979) – a UN Treaty adopted by the
General Assembly in 1979 and signed
initially by 64 states in July the following
year.
An optional protocol was later developed
setting out a mechanism by which states
would be held accountable to the treaty.

26. Activity.
Think about any other declarations and
pledges which have been used as
benchmarks to measure progress in
relation to specific women’s issues?

27. Gender development
There have been succeeding international
declarations and pledges which have been
used as benchmarks to measure progress in
relation to specific women’s issues.
These include the Beijing Declaration and
Platform for Action (1995), and the
Millennium Development Goals (2001) which
include gender considerations in almost half of
the clauses.
The successor Sustainable Development
Goals (SDGs), due to be adopted in 2015 as
part of a broad Sustainable Development
Agenda, include achieving ‘gender equality
and empower all women and girls’ as the
proposed Goal 5.

28. Activity.
WHAT IS YOUR UNDERSTANDING OF
VIOLENCE?

29. Violence
The Oxford Learners Dictionary defines
violence: as the intentional use of physical
force or power threatened against oneself,
another person, a group or country that
either results or has a high likelihood of
affecting lives or resulting to death.
Gender based violence therefore covers
those incidents in which one sex asserts
power by using sexual or similar acts to
achieve submissiveness and fear in another
person and in the process commit an offence
against the dignity or privacy of that person.

30. Basic gender concepts and terminologies.
1. Gender Equality means that women and men have equal conditions for
comprehending their full human rights and for contributing to, and benefiting
from, economic, social, cultural and political development.
2. Gender Equity is the process of being fair to men and women. To ensure
fairness, measures must often be put in place to compensate for the historical
and social disadvantages that prevent women and men from operating on a
level playing field. Equity is a means. Equality is the result.
3. Empowerment is about people both women and men taking control over
their lives: setting their own agendas, gaining skills, building self-confidence,
solving problems and developing self-reliance.

31. Gender equality

32. Gender Equality and Gender Equity.

33. Basic gender concepts and terminologies.
4. Discrimination (gender discrimination) “Any distinction, exclusion or
restriction made on the basis of sex which has the effect or purpose of
impairing or nullifying the recognition, enjoyment or exercise by
women”.
 de jure discrimination e.g., in some countries, a woman is not
allowed to leave the country or hold a job without the consent of her
husband.
 de facto discrimination e.g., a man and woman may hold the same
job position and perform the same duties, but their benefits may
differ.

34. Basic gender concepts and terminologies.
5. Age: is a very similar concept to gender in that it has both a
biological function i.e. the number of years someone has lived, and a
socially constructed function i.e. the roles assigned within various
cultures to a person of a certain age.
6. Wealth is a possession of large amount of money, property or other
things valuable things.
7. Caste is a form of social stratification characterized by endogamy,
heredity, transmission of styles of life often includes an occupation, ritual
status in hierarchy, and customary social interactions.

35. Basic gender concepts and terminologies.
8. Sex-Disaggregated Data is data that is collected and
presented separately on men and women.
9. Gender analysis: is the collection and analysis of sex-
disaggregated information. Men and women both perform
different roles. This leads to women and men having different
experience, knowledge, talents and needs. Gender analysis
explores these differences so policies, programs and projects
can identify and meet the different needs of men and women.

36. Basic gender concepts and terminologies.
10. Gender-responsive objectives are programe and project
objectives that are non-discriminatory, equally benefit women and
men and aim at correcting gender imbalances.
11. Literacy Gender Parity Index (GPI) is the ratio of the female to
male adult literacy rates which measures progress towards gender
equity in literacy and the level of learning opportunities available for
women in relation to those available to men. It serves also as a
significant indicator of the empowerment of women in society.

37. Basic gender concepts and terminologies.
12. Practical Needs refer to what women (or men) perceive as immediate
necessities such as water, shelter and food.
13. Strategic (Gender) Interests. Interventions addressing strategic gender
interests focus on fundamental issues related to women’s (or, less often, men’s)
subordination and gender inequities.
14. Gender-mainstreaming is a process rather than a goal. Efforts to mix gender
into existing institutions of the mainstream have little value for their own sake.
15. Women in Development (WID) The WID approach aims to integrate women
into the existing development process by targeting them, often in women-
specific activities.

38. Basic gender concepts and terminologies.
16. Gender and Development (GAD) The GAD approach focuses on intervening
to address unequal gender relations which prevent inequitable development
and which often lock women out of full participation. GAD seeks to have both
women and men participate, make decisions and share benefits.
17. Gender Division of Labor is the result of how each society divides work
among men and among women according to what is considered suitable or
appropriate to each gender.

39. Basic gender concepts and terminologies.
18. Sex role: Biological functions that are limited to one particular sex. Eg.
Pregnancy is a female sex role because only women can bear children.
19. Gender roles: social classification not biological. Eg: a child rearing can be
both men and women role.
20. Feminism: Advocates an approach that perceives and interprets social
situations from a women’s point of view.
21. Gender stereotypes: occur when men and women are regarded according to
rigid thinking about the social and cultural expectations of their gender.

40. Basic gender concepts and terminologies.
22. Productive activities: refer to the production of goods and services
for consumption or trade. Eg: Farming or fishing. Women’s productive
work is often less visible and less valued than men’s.
23. Reproductive activities: refer care and maintenance of the
household and its members including bearing and caring for children,
preparing food, collecting water, shopping, housekeeping and family
health care.

41. Basic gender concepts and terminologies.
24: Resources: are means and goods, including those that are economic
(Household income) or productive (Land, equipment, tools, work and credit);
political (Capability for leadership, information and organization); and time.
25. Transgender or transsexual: people who typically born with male or female
structures but feel as though they have been born in to the wrong body.
26. Masculinity: set of attributes, behaviors and roles associated with boys and
men.
27. Femininity: set of attributes, behaviors and roles associated with girls and
women.

42. Masculinity
1. Aggressive
2. Strong
3. Logical
4. Self reliant
5. Independent
6. Competitive
7. Dominant
Femininity
1. Passive
2. Gentle
3. Emotional
4. Supportive
5. Dependent
6. Collaborative
7. submissive

43. Activity.
LIST PRODUCTIVE AND REPRODUCTIVE
ACTIVITIES OF MEN AND WOMEN IN
YOUR SOCIETY.