Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). 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. 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.
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
1. Develop basic understanding and familiarity with key concepts- gender, gender bias, gender stereotype, empowerment, gender parity, equity, and equality, patriarchy and feminism;
2. Understand the gradual paradigm shift from women’ studies to gender studies and some important landmarks in connection with gender and education in the historical and contemporary period;
3. Learn about gender issues in school, curriculum, textual materials across disciplines, pedagogical processes and its intersection with class, caste, religion and region; and
4. Understand how gender, power and sexuality relate to education (in terms of access, curriculum and pedagogy).
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). 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. 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.
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
1. Develop basic understanding and familiarity with key concepts- gender, gender bias, gender stereotype, empowerment, gender parity, equity, and equality, patriarchy and feminism;
2. Understand the gradual paradigm shift from women’ studies to gender studies and some important landmarks in connection with gender and education in the historical and contemporary period;
3. Learn about gender issues in school, curriculum, textual materials across disciplines, pedagogical processes and its intersection with class, caste, religion and region; and
4. Understand how gender, power and sexuality relate to education (in terms of access, curriculum and pedagogy).
Gender capacity assessment and development in the CGIAR Livestock and Fish Re...ILRI
Presented by Els Rijke (Transition International, consultant), Violet Barasa (ILRI) and Diana Brandes – van Dorresteijn (ILRI), Tanzania, 1-8 December 2014
Donor agencies, governments and corporations are looking to mobilise businesses in the global campaign to reduce undernutrition. Involving the private sector in “nutrition sensitive” development is seen as key to sustaining progress in the long run. Food and agriculture are at the centre of these efforts. But how can food businesses contribute, and why aren’t they doing so already? Drawing on evidence from Ghana, Nigeria and Tanzania, this seminar examines why food markets often fail to provide nutrient-rich foods to the people most in need. It looks at several policy responses to these problems and asks what has made these efforts succeed or fail. These experiences suggest that policy change and public action are key if businesses are to play a role in tackling undernutrition.
3. UN Definition of Gender Equity means fairness of treatment for women and men, according to their respective needs. This may include equal treatment or treatment that is different but which is considered equivalent in terms of rights, benefits, obligations and opportunities. In the development context, a gender equity goal often requires built-in measures to compensate for the historical and social disadvantages of women. http://www.ifad.org/gender/glossary.htm
4. ASSESSING GENDER EQUITY IN OUR HOME, SCHOOL AND COUNTRY Do we have gender equity? marinduqueawaitsyou.blogspot.com
5. Spheres of Gender Equity autonomy of the body - legal protection against and incidence of gender-based violence; control over sexuality; control over reproduction; autonomy within the family and household - freedom to marry and separate, right to custody of children in case of separation, decision-making power and access to assets within the household; ourcebu.com
6. Spheres of Gender Equity political power - decision-making in supra-household levels (municipalities, unions, government, parliament), proportion of women in high managerial positions; social resources – access to health, maternal mortality rate, nutrition status, infant mortality rate, access to education, secondary education participation rate, adult literacy; thundafunda.com
7. Spheres of Gender Equity material resources - access to land, access to houses, access to credit; employment and income - distribution of paid and unpaid labor; wage differentials for men and women; division of formal and informal labor by gender; time - relative access to leisure and sleep; and gender identity - flexibility of sexual division of labor kriyayoga.com
8. How have I personally experienced being treated as a woman at home? In school? How have I treated other women at home? In school? How have I treated men at home? In school? Reflecting on the spheres of gender equity, answer these questions: blog.marcopalmero.com
9. What did you observe as unique or common to your experiences in terms of being treated as women with or without gender equity? What emotions were triggered in you as a result of these recollections? What are some learnings and realizations that you now have as a result? Reflection Questions ourcebu.com
10. In order to enhance gender equity, I will . . . . hersoulscareer.com