PowerPoint Two


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that outlines the shift from women-focused activities to the need to include men in projects designed to promote gender equality; identify existing groups and approaches; identify the challenges of working with men and the lessons from ongoing projects

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PowerPoint Two

  1. 1. Gender Equality and Men Goal: To work more effectively toward gender equality by incorporating men and boys into gender and development work
  2. 2. Working with Men <ul><ul><ul><li>• is complementary to, and an enhancement of, the empowerment of women </li></ul></ul></ul><ul><ul><ul><li>• the goal is to transform gender relations through critical examination of ‘masculinity’ in relation to the everyday behavior of men </li></ul></ul></ul><ul><ul><ul><li>• is about working with men in positions of power and authority, not simply with vulnerable boys and men </li></ul></ul></ul>
  3. 3. Gender Equitable Men <ul><ul><ul><li>are respectful in their relationships with women and other men; they seek relationships based on equality and intimacy </li></ul></ul></ul><ul><ul><ul><li>are or would be caring and involved fathers, and believe that fathers should share responsibilities for children with their partners </li></ul></ul></ul><ul><ul><ul><li>take some responsibility for reproductive health and disease prevention </li></ul></ul></ul><ul><ul><ul><li>are opposed to violence against women in their intimate relationships </li></ul></ul></ul><ul><ul><ul><li>believe in the importance and ability to engage in health-seeking behaviors </li></ul></ul></ul>
  4. 4. Men and HIV Prevention <ul><li>Social factors that make women vulnerable to HIV include: lack of control over conditions under which they engage in sex; multiple sexual partners on the part of husbands; early age of marriage; sexual coersion and sexual violence </li></ul>
  5. 5. Men and HIV Prevention, con’t <ul><li>As a result, working with men on HIV prevention requires them to explore how masculinity as a socially valued identity is related to the kinds of behaviours that put them and their sexual partners at risk </li></ul>
  6. 6. Working with Men <ul><ul><ul><li>Stage One: Understand masculinities and how they both privilege and constrain the behaviors of boys and men </li></ul></ul></ul>
  7. 7. Working with Men <ul><ul><ul><li>Stage Two: Understand why working with men and gender equality will improve people’s lives </li></ul></ul></ul>
  8. 8. Working with Men <ul><ul><ul><li>Stage Three: Understand how to work with men, and which men </li></ul></ul></ul>
  9. 9. Working with Men <ul><ul><ul><li>Stage Four: Implement and assess projects with men and boys </li></ul></ul></ul>
  10. 10. Exploring Masculinities <ul><ul><ul><li>every culture consists of multiple masculinities </li></ul></ul></ul><ul><ul><ul><li>men’s gender identity is invisible </li></ul></ul></ul><ul><ul><ul><li>the importance of ‘hegemonic’ masculinity </li></ul></ul></ul><ul><ul><ul><li>key elements of masculinity include overt heterosexuality </li></ul></ul></ul><ul><ul><ul><li>masculinities are collective behaviors </li></ul></ul></ul><ul><ul><ul><li>masculinities are dynamic, changing </li></ul></ul></ul><ul><ul><ul><li>masculinities encourage negative behaviors </li></ul></ul></ul>
  11. 11. Engaging Men: Challenges <ul><ul><ul><li>men’s lack of experience in talking about gender and gender issues </li></ul></ul></ul><ul><ul><ul><li>the lack of opportunities for men and boys to talk about gender and gender inequality </li></ul></ul></ul><ul><ul><ul><li>men’s lack of motivation to talk about personal aspects of their lives </li></ul></ul></ul><ul><ul><ul><li>men’s fear of talking about gender issues and engaging in gender activities </li></ul></ul></ul><ul><ul><ul><li>More … </li></ul></ul></ul>
  12. 12. <ul><ul><ul><li>men’s concern about how they will be perceived by their peers when they participate in gender work </li></ul></ul></ul><ul><ul><ul><li>work for women’s empowerment can be met with resistance from men, in some cases a violent backlash </li></ul></ul></ul><ul><ul><ul><li>resistance can take the form of calls for a return to ‘traditional family values’ in which men control wives and daughters (as well as sons) </li></ul></ul></ul>
  13. 13. Lessons: The Message <ul><ul><ul><li>begin with the positive and what is working, rather than approaching men with a negative message </li></ul></ul></ul><ul><ul><ul><li>emphasize the shared benefits for men an women of gender equality – emphasize positive outcomes for men and their partners (win-win scenarios) </li></ul></ul></ul><ul><ul><ul><li>language that conveys blame or opposition can put men on the defensive </li></ul></ul></ul><ul><ul><ul><li>ground discussion in men’s experiences and concerns </li></ul></ul></ul><ul><ul><ul><li>name activities ‘sharing, dialogue and learning’ </li></ul></ul></ul>
  14. 14. Lessons: The Messenger <ul><ul><ul><li>encourage men to talk with other men </li></ul></ul></ul><ul><ul><ul><li>men working collaboratively as facilitators with equal voices and equal levels of participation sends an important message </li></ul></ul></ul><ul><ul><ul><li>identify individuals as role models who will have an influence on men (for example, senior men, mothers, community leaders, celebrities) </li></ul></ul></ul>
  15. 15. Lessons: Context and Delivery <ul><ul><ul><li>create a comfortable environment </li></ul></ul></ul><ul><ul><ul><li>nurture ownership and be culturally appropriate; local men must be involved in both design and delivery of activities </li></ul></ul></ul><ul><ul><ul><li>good facilitation is necessary as gender issues may give rise to emotional responses </li></ul></ul></ul><ul><ul><ul><li>start in third person and move to first person in conversations with men on gender violence and sexual and reproductive health </li></ul></ul></ul><ul><ul><ul><li>build alliances with organizations already working with men </li></ul></ul></ul>
  16. 16. Conclusions: <ul><ul><ul><li>• change is a slow process; this applies to both personal and societal change </li></ul></ul></ul><ul><ul><ul><li>• as in the case for women, men are not a monolithic group; their interests, needs and investments in traditional beliefs and behaviors vary </li></ul></ul></ul><ul><ul><ul><li>• start ‘where men are at’; emphasize the positive role that they can play in the health of their families and communities </li></ul></ul></ul><ul><ul><ul><li>• achieving gender equality cannot depend solely on small-scale project interventions; it requires changes in policy and law </li></ul></ul></ul><ul><ul><ul><li>More … </li></ul></ul></ul>
  17. 17. <ul><ul><ul><li>• our own practices reflect gender dynamics; assessment of these dynamics is the place to begin </li></ul></ul></ul><ul><ul><ul><li>• there is a need for research and assessment of activities and programs to engage men in gender equality projects in order to improve our efforts </li></ul></ul></ul><ul><ul><ul><li>• our work with men must contribute to the overall goal of promoting gender equality </li></ul></ul></ul>