This document summarizes a lecture on gender equity and citizenship given by Dr. Carolina Matos. It discusses topics like gender inequality based on UN and World Bank data, developments in closing gender gaps in areas like education, persistent patterns of inequality, challenges to achieving equality, definitions of discrimination, criticisms of universal citizenship, the role of women in politics worldwide, and rankings of countries on gender equality. It provides facts, figures, and analyses issues through discussions and quotes from various scholars and reports.
Introduction to Women's and Gender Studies Lectureamyhudock
I took many of the slides from the powerpoint presentation called Intro to Gender 2000, but I adapted the slideshow for my own use. I also used the template provided by the slideshow. I provide a link to the original at the end of the slideshow.
Introduction to Women's and Gender Studies Lectureamyhudock
I took many of the slides from the powerpoint presentation called Intro to Gender 2000, but I adapted the slideshow for my own use. I also used the template provided by the slideshow. I provide a link to the original at the end of the slideshow.
What Are Human Rights?
Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination.
International Human Rights Law
International human rights law lays down the obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups.
One of the great achievements of the United Nations is the creation of a comprehensive body of human rights law—a universal and internationally protected code to which all nations can subscribe and all people aspire. The United Nations has defined a broad range of internationally accepted rights, including civil, cultural, economic, political and social rights. It has also established mechanisms to promote and protect these rights and to assist states in carrying out their responsibilities.
The foundations of this body of law are the Charter of the United Nations and the Universal Declaration of Human Rights, adopted by the General Assembly in 1945 and 1948, respectively. Since then, the United Nations has gradually expanded human rights law to encompass specific standards for women, children, persons with disabilities, minorities and other vulnerable groups, who now possess rights that protect them from discrimination that had long been common in many societies.
Universal Declaration of Human Rights
It is a short study done by Rajendra Ojha , Graduate Student of International Relation. This study is taken focusing past, present and future ( likely to be ) scenario of radical feminism and Patriarchy Society.
Gender Equality is human right issue.when we are discriminating million of people on the basis of gender we are denying them basic dignity.so lets raise our voice against discrimination which is perpetual and glare at our face everyday weather we are at the Work place ,personal front or public.it is right there.Now it is your choice whether you face it,keep quiet about it due to the fear of backlash or voice your opinion against it.
Discussing Gender and Internatonal Cultural RelationsDr Lendy Spires
Gender equality calls for women and men to have equal rights and entitlements to human, social, economic and cultural development, and an equal voice in civil and political life. This does not mean that women and men will become the same, but that women’s and men’s rights, responsibilities and opportunities do not depend on whether they are born male or female. The pursuit of gender equality has a long history. Especially in the West, it can be seen as an extension of the ongoing claims for liberty and equality unleashed by the French Revolution, when equality before the law became newly established as the basis of the social order.
Well into the 20th century, the extended struggle for the franchise has stood as the symbol of a much wider struggle by women playing a central role in extending, defending or giving substance to social citizenship rights. The call for equal rights for women resurfaced in the 1960s and 1970s alongside movements for civil and human rights, peace, the environment, and gay liberation. One of the major triumphs of this stage was the UN adoption of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in 1979, the first international human-rights instrument to explicitly define all forms of discrimination against women as fundamental human-rights violations. CEDAW emphasised women's individual rights in opposition to those traditionalists who defend major inequalities in the status quo as the ‘complementary’ roles for men and women that nature intended. It called for the equality of men and women in public and political life, before the law and with respect to nationality rights, in education, employment, the provision of healthcare (including access to family planning services), and in marriage and family matters.
Another high point was the constitution of the new South Africa (1996 – built on the Women’s Charter for Effective Equality and the ANC’s 1993 Bill of Rights), which emphasises the equal citizenship of women and men and people of all races, by making provision for equal protection under the law, equal rights in the family, and in all areas of public life. In the last three to four decades, this pursuit of gender equality has brought successive challenges to many major areas of social, economic and political life, beginning with a quest for equal representation in the corridors of power, but developing into a broader critique of masculine bias and ‘power politics’, and the search for forms of mutual empowerment.
What Are Human Rights?
Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination.
International Human Rights Law
International human rights law lays down the obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human rights and fundamental freedoms of individuals or groups.
One of the great achievements of the United Nations is the creation of a comprehensive body of human rights law—a universal and internationally protected code to which all nations can subscribe and all people aspire. The United Nations has defined a broad range of internationally accepted rights, including civil, cultural, economic, political and social rights. It has also established mechanisms to promote and protect these rights and to assist states in carrying out their responsibilities.
The foundations of this body of law are the Charter of the United Nations and the Universal Declaration of Human Rights, adopted by the General Assembly in 1945 and 1948, respectively. Since then, the United Nations has gradually expanded human rights law to encompass specific standards for women, children, persons with disabilities, minorities and other vulnerable groups, who now possess rights that protect them from discrimination that had long been common in many societies.
Universal Declaration of Human Rights
It is a short study done by Rajendra Ojha , Graduate Student of International Relation. This study is taken focusing past, present and future ( likely to be ) scenario of radical feminism and Patriarchy Society.
Gender Equality is human right issue.when we are discriminating million of people on the basis of gender we are denying them basic dignity.so lets raise our voice against discrimination which is perpetual and glare at our face everyday weather we are at the Work place ,personal front or public.it is right there.Now it is your choice whether you face it,keep quiet about it due to the fear of backlash or voice your opinion against it.
Discussing Gender and Internatonal Cultural RelationsDr Lendy Spires
Gender equality calls for women and men to have equal rights and entitlements to human, social, economic and cultural development, and an equal voice in civil and political life. This does not mean that women and men will become the same, but that women’s and men’s rights, responsibilities and opportunities do not depend on whether they are born male or female. The pursuit of gender equality has a long history. Especially in the West, it can be seen as an extension of the ongoing claims for liberty and equality unleashed by the French Revolution, when equality before the law became newly established as the basis of the social order.
Well into the 20th century, the extended struggle for the franchise has stood as the symbol of a much wider struggle by women playing a central role in extending, defending or giving substance to social citizenship rights. The call for equal rights for women resurfaced in the 1960s and 1970s alongside movements for civil and human rights, peace, the environment, and gay liberation. One of the major triumphs of this stage was the UN adoption of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in 1979, the first international human-rights instrument to explicitly define all forms of discrimination against women as fundamental human-rights violations. CEDAW emphasised women's individual rights in opposition to those traditionalists who defend major inequalities in the status quo as the ‘complementary’ roles for men and women that nature intended. It called for the equality of men and women in public and political life, before the law and with respect to nationality rights, in education, employment, the provision of healthcare (including access to family planning services), and in marriage and family matters.
Another high point was the constitution of the new South Africa (1996 – built on the Women’s Charter for Effective Equality and the ANC’s 1993 Bill of Rights), which emphasises the equal citizenship of women and men and people of all races, by making provision for equal protection under the law, equal rights in the family, and in all areas of public life. In the last three to four decades, this pursuit of gender equality has brought successive challenges to many major areas of social, economic and political life, beginning with a quest for equal representation in the corridors of power, but developing into a broader critique of masculine bias and ‘power politics’, and the search for forms of mutual empowerment.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Gender equity and citizenship
1. Dr. Carolina Matos
Lecturer in Sociology
Department of Sociology
City University London
Gender equity and citizenship
2. Core issues
Gender inequality in the 21st
century: facts and figures
World Development Report 2012 (The World Bank): developments
and persistent patterns of inequality
Challenges to gender equality
The gender and equality debate in the UN
UN Conventions on gender equality and elimination of all forms of
discrimination
Defining discrimination
Criticisms to a universal definition of citizenship
Gender politics and the rise of female leaders
Seminar questions and conclusions
3. Gender inequality in the 21st
century
UN Women 2014 priority is the implementation of the Millennium
Development Goals, including access and participation of women and
girls to education, training, science and technology, including
women’s full employment.
* According to Womenkind Worldwide, women make up just 17% of
parliamentarians (Unicef, the State of the World’s Children, 2007)
* Violence against women and girls is still a serious problem: at least
1 in 3 women around the world has been beaten, coerced into sex or
abused
* The 2014 PwC’s second Women in Work Index underlined that the
UK lags behind most European countries on gender pay equality,
occupying the 18th
position out of 27 OECD countries for female
participation and pay.
4. Developments in closing gender gaps -World
Development Report 2012 – The World Bank
What have been some of the achievements of the last decades?:
Gender gaps in primary education have closed in most countries of the
world. In secondary education, these have been reversed in many
countries, including Latin America, the Caribbean and East Asia
Girls now outperform boys in secondary schools in 45 countries, and
there are more women going to universities than men in 60 countries
Since the 1980’s, women are living longer than men in all parts of the
world
Over half a billion women have joined the world’s labour force over
the last 30 years due to the rise in women’s participation in paid work
in most of the developing world
Others include increasing growth of women leaders in politics and
government, businesses and in the other traditional male areas (i.e.
media)
5. Persistent patterns of gender inequality*
Gender disparities have persisted throughout the world, and include:
1) Unequal access to economic opportunities – Women are more likely than
men to work as unpaid family labourers and in the informal sector, also work in
smaller firms as entrepreneurs
2) Disparities in girl’s schooling – The lower enrolment for girls in primary
and secondary education is a still a problem in Sub-Saharan countries and parts
of South Asia.
3) Excess deaths of girls and women – Females are more likely to die in many
low and middle-income countries than in the richer countries
4) Differences in voice in households and society – In many countries women
have less say over decisions and less control over resources. They also
participate less in formal politics and are underrepresented in the upper ranks
of all sectors of society, including in business, academic, and governments.
* in World Development Report, 2012
6. Challenges to gender equality: understanding progress
and barriers
Gender equality matters. Why?:
Because it enhances productivity and improves development outcomes
for the next generation
It can also make institutions more representative of a range of voices
(World Development Report, 2012)
Despite being a worldwide problem, gender inequality manifests itself
more persistently in poor societies with strong anti-female bias (Sen,
1999, 194-195).
Sen (1999) sees a correlation between high levels of education for
women and employment with the reduction of fertility rates, decreasing
mortality rates of children.
I.e. Countries with basic gender inequality – India, Pakistan,
Bangladesh, China, Iran, West Asia and North Africa – often have
higher female mortality of infants and children (Sen, 1999).
7. Equality and democracy: why does it matter?*
Historical perspectives:
Political equality started to emerge in the 17th
century as a challenge to
hereditary monarchs
The 19th
century saw battles for universal suffrage and against the
property qualifications of citizenship
Democracies hold a thin promise of political equality and popular
participation, but, as many scholars note, no country in the world has
managed to live up fully to its ideals (i.e. Blaug and Schwarzmantel,
2000)
I.e. Similarly to the struggles of the African-American civil rights
movements in the US in the 1960’s, voting rights were only conceded
to women with a lot of reluctance in the first half of the 20th
century,
and some as late as 1960
* Philips (1999)
8. Equality and democracy: why does it matter?*
From J. S. Mill to Habermas:
Relationship between democracy, equality, and social inclusion:
The quality of democratic decision-making depends on sustained
conditions of dialogue, deliberation and talk
There has also been a rejection of an understanding of political equality
as merely the right to vote
Notable, the underrepresentation of women and ethnic minorities
threatens the democratic vitality of democratic decision-making.
Thus democratic struggle is above all about expanding the space for
the inclusion of a wider citizen body, avoiding exclusions based on
property, gender, race or ethnicity
* Philips (1999) and Matos (2012)
9. Women’s rights and the relationship between
economic and political equality
Philips (1999, 16) sees an important relationship between political and
economic equality
The author views the pursuit of economic equality as having been
abandoned, whilst there has been a growth in concerns with political
and civil rights and of egalitarianism
Here political equality is understood not only as the right to participate
in politics, but includes a deeper notion of equal intrinsic worth;
whereas economic equality is understood as the equality in income,
wealth and life-chances.
Thus political equality is understood in a broader sense, as
encompassing social or cultural equality.
However, it can be argued that the pursuit of wider economic equality
has returned to global agenda
10. The gender and equity debate in the UN:
historical perspectives
The United Nations has been instrumental in the recognition of the
importance of women’s rights and gender equality
Late 1960’s and 1970’s – The UN’s Commission on the Status of
Women (CSW) produced two important documents, the Declaration
on the Elimination of Discrimination Against Women (DEDAW,
1967) and the Convention on the Elimination of Discrimination
Against Women (CEDAW, 1979)
Documents set new standards with which to measure progress in how
governments engaged with women and gave them a template to follow.
CEDAW – spelled out for the first time what discrimination against
women meant
In the 1970s, there was a shift to the UN conferences, with four UN
conferences on women creating new energy for an emerging second
wave of the women’s movement (in Jain, 2005)
11. Setting the stage for the gender equality
internationally: the UN debates
“Women at the UN were able to have a significant impact on the
founding principles of the world body in its early years because of their
decades of experience as activists in freedom struggles, peace
movements, political forums and trade unions.”
Latin American women had an important role in shaping the language
of women’s rights in the UN’s founding documents due to their
experience with the Inter-American Commission of Women (IACW)
In the League of Nations, women from Latin America had asked the
body to draft an equal rights treaty and place it on the agenda of the
assembly.
The IACW was the first intergovernmental body devoted to women’s
issues, established in 1928 at the Sixth International Conference of
American States in Cuba (Jain, 2005, 13-15)
12. UN Women: Gender equality champions
“Men and boys have to see women not as competitors, but as partners.
Society is like being in space. It is about being part of a crew. All are
equally important.” (http://www.unwomen.org/en)
13. The UN and women’s rights*
The UN inscribed equality between men and women into its founding
texts, creating a separate human rights body exclusively for women
After being founded in 1945, the UN advocated that women be given
full political suffrage worldwide.
In 1952, the General Assembly adopted the Convention on Political
Rights for Women, in order to implement the principle of equality of
rights contained in the Charter of the United Nations.
A View from the South - From 1956 to 1963, the new member states
admitted to the UN were developing countries. Women who
represented the developing countries also struggled against the colonial
rule.
Equality for women became transposed into the debates on
development. * (Jain, 2005)
14. Advancing women’s rights and recognition of
gender discrimination worldwide*
In 1950, the CSW began working with other agencies to collect data
about employed women and to strategize about how to improve work
opportunities and create policies that would result in equal pay
The commission’s research over two decades outlined the problems,
mainly that women around the world faced inequality and
discrimination in education and employment.
In 1967, the UN General Assembly adopted the Declaration on the
Elimination of Discrimination Against Women (DEDAW).
Discrimination was perceived to be based on “difference”, as is the
case of religious or ethnic minorities, stigmatized groups or those for
reasons of class differentiation are deprived of opportunities for
advancement.
Discrimination was seen as the key barrier to enhancing women’s
status. *(Jain, 2005)
15. Gender discrimination
There were later concerns on issues such as family laws, bias against
single women and heads of households, many ideas which were picked
up and entered the Convention on the Elimination of All Forms of
Discrimination Against Women in 1979.
Reeves and Baden (2000, 7), from the Institute of Development
Studies, have defined discrimination as being “the systematic,
unfavourable treatment of individuals on the basis of their gender,
which denies them rights, opportunities or resources.”
Some analysts see equality and non-discrimination as formulations
of the same principle. Achievement of equality thus meant the removal
of discriminatory treatment of women vis-à-vis men
As Reeves and Baden (2007) further note, women’s lack of
representation and voice in decision making bodies in the community
perpetuates discrimination, in terms of access to public services, among
others
16. Gender discrimination worldwide: facts and
figures
Facts and figures adapted from Oxfam (Institute of Development
Studies):
* Women work 67% of the world’s working hours
* Two out of three of the world’s illiterate people are women
* Globally women make up just 10% of representatives in national
governments
Gender discrimination in social institutions occurs in both developed as
well as developing countries
The Atlas of Gender and Development – How Social Norms Affect
Gender Equality in non-OECD countries (2010) provides some
differences between regions, with very high gender discrimination as in
South Asia, Sub-Saharan Africa and the Middle East, and lower levels
in East Asia and Pacific and Latin America.
17. Gender discrimination and rigid gender roles: the
roots of inequality
What stands in the way of women being equal to men? BBC News
(March 26th
, 2014)
(https://www.youtube.com/watch?v=ayj9EVc2ZLI)
18. But, after all, are we all equal?: criticisms to the
universal view of citizenship
Criticisms to universal definitions of citizenship:
According to scholars like Philips (2010) and Young (1990) , the
problem with looking for a core humanity behind all the differences of
class, gender and so forth leads to equating equality with sameness,
leaving untouched inequalities in power.
Iris Marion Young in Justice and Difference has argued for the need to
“acknowledge our differences but also to highlight our similarities as
human beings who behave justly to members of all races.” (in Matos,
2012, 147)
Defence of affirmative action to correct past historical injustices and
discrimination, or equal opportunities policies
The possibility of producing a de-colonized, post-colonial knowledge
in development studies became the subject of much debate during the
1990s
19. Gender politics and electoral systems: women in politics
worldwide (in Norris, 1993; Matos, 2012)
As Lovenduski (in Norris, 1993) argues, during the 1960s and 1970s
many second wave feminists were cynical about political institutions
and electoral politics
During the 1980s, support for getting more women into politics grew.
Feminists started to become active members of political parties.
Rise of female leadership in Latin America with the re-
democratization phase:
Panama elected a woman president in 2003, Mireya Moscoso (1999-
2004), and soon afterwards Chile and Argentina followed by electing
the former president Michelle Bachelet (2006-2010) and Cristina
Kirchner (2007), wife of previous president Nestor Kirchner (2003-
2007) and Dilma Rousseff.
20. Gender politics and electoral systems: women in
politics worldwide (in Norris, 1993; Matos, 2012)
As Norris et al (1993) note, women have made demands on political
parties since the issue of female suffrage was first raised.
Women’s issues were brought to the political agenda, and these have
included demands for policies to secure sex equality in employment,
equality in childcare, reproductive rights and family policies.
One of their main aims has been to secure changes in attitudes
As the authors note, demands for women’s representation have ben
quite successful in Scandinavia.
In Norway, the challenge to attitudes was particularly successful, who
were pioneers in advocating the integration of women into the existing
party structure.
I.e. At least 40% of the members of every Norwegian
Government since 1986 have been women.
21. Gender politics and electoral systems: women in
politics worldwide (in Norris, 1993; Matos, 2012)
The gains made during the 1970s and 80s were a result of a large
mobilization of women
I.e. Feminists who entered the Italian parties, such as the Democratic
Left, were active in forcing the implementation of party initiatives
favouring women’s concerns. This happened also with British Labour
Party and the German Social Democratic party during the 1980s.
What were some of the demands?:
Parties were put under pressure to promote policies to attract women
voters, to recruit women members, to promote women into key
positions in the party organization and to nominate women candidates.
Party programmes have expanded to include policies on equal
opportunities and reproductive rights
Positive action and mandatory quotas
22. Forbes 2014 Power Women list
Final rank Category Last name First Name
1st
Politics Merkel Angela
4th
Politics Rousseff Dilma
6th
Entertainment Clinton Hillary
8th
Politics Obama Michelle
19th
Politics Kirchner Cristina
25th
Politics Bachelet Michelle
35th
Politics Queen Elizabeth
50th
Entertainment Jolie Angelina
52nd
Media Huffington Arianna
23. The countries where gender equality has advanced -
Gender equality Index: World Economic Forum
The Global Gender Gap Index 2012
According to the report, out of the 111 countries covered in 2006-2012,
88% have improved in their performance, while 12% have widening
gaps.
In some countries, progress is occurring slow, regardless of whether
they are starting out near the top or the bottom of the rankings, and
independent of their income.
Countries such as Iceland, Bolivia, Switzerland, Saudi Arabia,
Lesotho, Yemen and others have made much progress relative to their
own situation in 2006
Latin America has also made some progress: surveys have shown that
women’s economic participation increased significantly in the 1990s,
as did political participation, but women still face higher levels of
unemployment than men.
24. The Global Gender Gap Index 2012
Iceland 1
Finland 2
Norway 3
Sweden 4
Ireland 5
New Zealand 6
Denmark 7
Phillipines 8
Nicaragua 9
Switzerland 10
Netherlands 11
Belgium 12
Germany 13
25. How to achieve wider gender equality*
The need to tackle persistent patterns of inequalities and
discrimination:
* Income growth by itself does not deliver greater gender equality by
itself. Where gender gaps have closed, it is because of how markets
and have functioned and evolved (i.e. opening new employment
opportunities for women)
* Gender gaps persist where girls and women face other disadvantages,
such as in poorer countries. These disparities are larger when poverty
combines with other forms of exclusion, such as ethnicity and class
* Markets, institutions and households can combine to limit progress.
Gender gaps in productivity are driven by deep-seated gender
differences in time use, in rights of ownership, etc.
* Globalization can help, connecting women to markets and economic
opportunities (* World Development Report 2012 – The World Bank)
26. Conclusions and questions for thought
Women have come a long way since gaining political rights and the
vote, but various forms of discrimination and traditional attitudes
persist worldwide
What are the barriers still for wider gender inequality?
What can we learn from the experiences of the countries that have been
successful?
How can we help the countries that have been less?
How can women change social institutions and attitudes?
Gender quotas in political parties have helped women advance, but
there are limits
Female bosses does not directly translate either in more opportunities
for women in the workplace
27. Seminar questions
I. Choose one of the questions and discuss it briefly with your
neighbour. Prepare yourself to answer these in the end of the next
session.
1. Examine the relationship between gender discrimination and
equality. What are the links and why does equality matter?
2. What have been some of the successes that we have in the world
today? How far have we come? Think of examples
3. What are the challenges still to gender equality and citizenship?
Think of a particular country to focus on and discuss what it has
achieved in the last decades and what are the roadblocks that exist now
that prevent further gender advancement in the future?
28. Selected bibliography
Jain, D. (2005) Women, development and the UN – a 60 year quest for
equality and justice, Bloomington: Indiana University Press
Lovenduski, J. and Norris, P. (1993) Gender and party politics,
London: Sage Publications
Matos, C. (2012) Media and politics in Latin America: globalization,
democracy and identity, London: I.B. Tauris
Philips, A. (1999) Which equalities matter?, London: Polity Press
Sen, A. (1999, 2001) Development as Freedom, Oxford Paperbacks
Young, I. (1990) Justice and the Politics of Difference, Princeton Press
Reports
The Atlas of Gender and Development – How Social Norms Affect
Gender Equality in non-OECD countries (2010)
The Global Gender Gap Index and World Development Report 2012 –
The World Bank