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MARTI: Make it Relevant: Tools for Intersectionality - Toolkit

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MARTI: Make it Relevant: Tools for Intersectionality - Toolkit

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Scheherazade Goes West: Different Cultures, Different Harems

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Scheherazade Goes West: Different Cultures, Different Harems

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Fatima Mernissi

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A very fascinating scope on this book, a moroccan woman writing about arabian and western male sexuality with harem as a starting point. The book really leads up to the final chapter though, which is nothing but brilliant. It made me think about male domination in a whole new way and forced me to re-evaluate my view of islam equaling misogeny(?) and West equaling (attempting at least) women equality. I have to read more about how fashion and media images restricts female influence.

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A very fascinating scope on this book, a moroccan woman writing about arabian and western male sexuality with harem as a starting point. The book really leads up to the final chapter though, which is nothing but brilliant. It made me think about male domination in a whole new way and forced me to re-evaluate my view of islam equaling misogeny(?)

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The Will to Change Men, Masculinity, and Love

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The Will to Change Men, Masculinity, and Love

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Bell Hooks

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The Will to Change has 2,202 ratings and 293 reviews. Thomas said: Every man, and everyone who loves a man, should read this book. The Will to Change car...

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Nawal El Saadawi on feminism, fiction and the illusion of democracy

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Nawal El Saadawi on feminism, fiction and the illusion of democracy

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Nawal El Saadawi on feminism, fiction and the illusion of democracy

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Rap on ‘l’Avenue’; Islam, aesthetics, authenticityand masculinities in the Tunisian rap scene

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Rap on ‘l’Avenue’; Islam, aesthetics, authenticityand masculinities in the Tunisian rap scene

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AlRawabi School for Girls | Official Trailer | Netflix

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Mediterranean Institute of gender studies

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Mediterranean Institute of gender studies

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Mediterranean Institute of Gender Studies -

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Mediterranean Institute of Gender Studies -

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Mediterranean Institute of Gender Studies

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EU Approach to Gender Equality in the Southernand Eastern Mediterranean Region

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EU Approach to Gender Equality in the Southernand Eastern Mediterranean Region

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medreset_EU approach gender equality in SEM Countries

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Queer Intersections: Sexuality andGender in Migration Studies

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Queer Intersections: Sexuality andGender in Migration Studies

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Manalansan 2006 Queer Intersections_ Sexuality and Gender in Migration Studies

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Visions and actions topromote gender equality inthe Mediterranean

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Visions and actions topromote gender equality inthe Mediterranean

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Modern, Muslim, and Feminist?

The Women of the Arab Spring

The Female Body

The Women of the Arab Spring

Some feminists reject Islam and religion wholesale, claiming that female freedom and worship are fundamentally opposed to one another. But other Arab women argue that their religion can be a source of strength, and the idea of the frail, subjugated Muslim woman is a colonialist stereotype.

Read more

The most viewed videos on ARTE

Co-funded by the European Union

All rights for reproduction and diffusion reserved - ARTE G.E.I.E. 4, quai du chanoine Winterer CS 20035F - 67080 Strasbourg Cedex - France

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Modern, Muslim, and Feminist? - The Women of the Arab Spring - Watch the full documentary | ARTE

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Some feminists reject Islam and religion wholesale, claiming that female freedom and worship are fundamentally opposed to one another. But other Arab women argue that their religion can be a source of strength, and the idea of the frail, subjugated Muslim woman is a colonialist stereotype.

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Kabareh Cheikhats. Une Histoire de genre (2019)

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Kabareh Cheikhats. Une Histoire de genre (2019)

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https://www.youtube.com/watch?v=2qufThkcuq4&t=142s

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Kabareh Cheikhats. Une Histoire de genre (2019)

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The urgency of intersectionality | Kimberlé Crenshaw | TED

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MARTI: MAke it Relevant: Tools for Intersectionality _ Essays Collection

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MARTI: MAke it Relevant: Tools for Intersectionality _ Essays Collection

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L'altro volto dell'Islam in Europa: matrimoni lgbt, moschee femministe, imam gay

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Quiz on intersectionality, by the North-South Centre of the Council of Europe

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Why sliders?
We believe that people fit along a spectrum of identities. For example, you might be slightly bisexual, somewhat poor, Jewish but rarely wear a yarmulke, and native born but travel frequently abroad. By having the option to be 'somewhere in the middle', this gives a more accurate assessment of your intersectionality score.

How can I improve my score?
Unfortunately, you are born with most of your intersectional factors. However, you can make some improvement to your score by getting more involved with Islam or Judaism, donate all excess wealth to charity, or explore the wild side of your sexuality. The easiest way to improve your score, however, is to champion the intersectionality of your more-marginalized friends. You may award yourself up to 5 points depending on the level of your activism.

Why include religion?
Some have commented that the religious sliders are anti-Semitic, Islamophobic, atheistophobic or possibly even Christianophobic. They are included to show that a complete intersectionality score embraces the diversity of religious thought if they are of a minority groups.

What about peanut allergies?
We know that 100s of other factors such political affiliation, height, attractiveness, weight and even peanut allergies can impact your personal intersectionality score. Hopefully, we will be able to address these factors in the future.

What's the goal here?
We hope that this calculator will help fight racism, sexism, ableism, ageism, anti-Semitism, biphobia, cissexism, classism, homophobia, Islamophobia, transphobia, ethnocentrism, xenophobia and discrimination (even prejudice) of all forms regardless of your race, country of origin, sexual orientation (e.g., bisexual, nonbinary, intersex, lesbian, queer, transgender, or asexual). We are for social justice and equity!

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Why sliders? We believe that people fit along a spectrum of identities. For example, you might be slightly bisexual, somewhat poor, Jewish but rarely wear a yarmulke, and native born but travel frequently abroad. By having the option to be 'somewhere in the middle', this gives a more accurate assessment of your intersectionality score.

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This test is also available in the following languages:

Intersectionality is a theoretical framework for understanding how identities (such as race, class, and gender) combine to create interlocking modes of discrimination. The theory holds that various systems of power combine to oppress the most marginalized in society. A controversial idea, intersectionality has often been criticized for fostering identity politics and for favoring the powerless over the powerful regardless of context. To its supporters, however, intersectionality represents a powerful and unified framework for understanding oppression and conflict.

Where do you fall on the intersectional spectrum? For each of the following statements, indicate how well it applies to you below.
The IDR-IPT© is not the equivalent of, or to be confused with, other intersectional privilege tests such as the one developed by Scheim, A. I., & Bauer, G. R. in 2019. The IDR-IPT© is the property of IDRlabs International.
This Intersectional Privilege Test (IDR-IPT) is a novel index and instrument for measuring intersectional identity perceptions - such as gender, sexuality, race, and class - and their influence on marginalization or privilege in society. Recent concerns regarding the validity of the scale of such tests are in order, as the field of intersectional theory has only recently begun to be quantified empirically. The instrument found on this site is a novel creation, based on the writings of intersectional theorists and activists. Maximum care was taken to ensure that their ideas were rendered loyally, although the transition from complex intersectional theory to straightforward psychometrics cannot be done without universalization.

Scientists at various universities have also tried to compile intersectional theory into inventories. For more on their work, see, for example: Scheim, A. I., & Bauer, G. R. (2019). The Intersectional Discrimination Index: Development and validation of measures of self-reported enacted and anticipated discrimination for intercategorical analysis. Social Science & Medicine; and Rachel Kahn Best, Lauren B. Edelman, Linda Hamilton Krieger and Scott R. Eliason Law & Society Review Vol. 45, No. 4 (DECEMBER 2011), pp. 991-1025.

Replications of amorphous theory into scientific empirical categories does not necessarily capture the depth and theoretical intention in the empirical basis employed. Although all are designed to measure intersectionality, the IDR-IPT© should not be confused with other instruments designed to measure the same power systems, such as the approaches mentioned above. The IDR-IPT© is the property of IDRlabs. The authors of this online personality test are certified in the use of various personality tests and quizzes and have worked professionally with typology and personality testing. The results of our online intersectionality identity test are provided "as-is" and should not be construed as providing professional or certified advice of any kind. For more on our online personality test, please consult our Terms of Service.

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This test is also available in the following languages: Intersectionality is a theoretical framework for understanding how identities (such as race, class, and gender) combine to create interlocking modes of discrimination. The theory holds that various systems of power combine to oppress the most marginalized in society.

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Resources map

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Demarginalizing the Intersection of Race and Sex:A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics

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Demarginalizing the Intersection of Race and Sex:A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics

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The Future Isn’t Something You Sit Around Waiting For | Make Reality

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Intersectionality As critical social theory

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Intersectionality As critical social theory

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European Training Strategy fo youth work

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European Training Strategy fo youth work

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Introduction What Is Social Justice? Communal Agreements Icebreaker: Respect Activity Activities: Introducing Identity: "My Fullest Name" Understanding Privilege and Systems of Power: "Unpacking the Invisible Knapsack" Gender and Sexuality Workshop: Creating Gender-Free Nouns Race and Ethnicity: Diversity Profile Intersection Identity and Privilege: Crossing the Line Recap and Closing Activity Closing and Recommended Resources
Introduction

This toolkit is meant for anyone who feels there is a lack of productive discourse around issues of diversity and the role of identity in social relationships, both on a micro (individual) and macro (communal) level. Perhaps you are a teacher, youth group facilitator, student affairs personnel or manage a team that works with an underserved population. Training of this kind can provide historical context about the politics of identity and the dynamics of power and privilege or help build greater self-awareness.

The following activities are intended for groups of 10 to 60 people. For larger groups, you can break into multiple sessions with additional facilitators to ensure the conversations and activities remain focused. The diversity toolkit outlined here may be used as a guideline and can be modified to better fit your group's unique needs.

A note on facilitators: Facilitators should be well versed in the topics and themes we will be discussing, but they do not need to be experts. This workshop is organized as a popular education activity where the majority of the outcomes are learned from the experiences and knowledge of the individuals participating rather than a teacher/student relationship.

Facilitator Sensitivity

Facilitators will be experiencing and addressing the feelings that come with confronting participants' notions of identity, privilege, race and sexuality. Some participants may be required to attend this workshop (through work or school, etc.), so facilitators should be clear that participants are there because these are issues that affect everyone and that there will not be personal judgment of anyone's feelings about a particular issue. Facilitators should remind participants that:

Facilitators should emphasize that what is shared during the workshop is private and confidential. Participants can talk about how the workshop affected them personally and what they learned generally, but they should respect the privacy of the personal information of the other participants.

What Is Social Justice? Setting a Stage for Discussion

Before beginning, it's important that everyone have a basic understanding of two core concepts related to privilege and identity. This will allow everyone to start the conversations on the same page and ensure that the participants have a foundation upon which to build future knowledge.

The first core concept is culture, which is:

The second core concept is identity, which is:

Everyone Has Many Identities

Age, gender, religious or spiritual affiliation, sexual orientation, race, ethnicity and socioeconomic status are all identities. Some identities are things people can see easily (like race or assumed gender), while other identities are internalized and are not always easy to see (like a disability, socioeconomic status or education level). There are two types of identities that need to be defined in order to spark a discussion on social justice. The first type deals with identities that are part of a majority status - or "agent" - while the second includes identities that are part of the minority status - or "target."

Agent: Members of dominant social groups privileged by birth or acquisition who knowingly or unknowingly exploit and reap unfair advantage over members of the target groups.

Target: Members of social identity groups who are discriminated against, marginalized, disenfranchised, oppressed, exploited by an oppressor and oppressor's system of institutions without identity apart from the target group, and compartmentalized in defined roles.

After participants understand the difference between agent and target groups, the facilitator can begin a discussion on oppression. The key features of oppression are:

But remember:

When the facilitator talks about these concepts with the group, it is helpful to start with an understanding that everyone experienced being a target or agent at some point in their lives. This helps create a dialogue of understanding. This is not to say that some target statuses are more salient (for example, people can see I am a woman, or a Black woman, before they even speak with me) and others may be easier to conceal (for example, if I am lesbian). But each creates a burden on the individual and each has its own set of challenges to overcome.

Communal Agreements

Before initiating any activity, it is critical that the group builds communal agreements. Rather than naming these "rules" that are then placed upon the group, we will call these "agreements" because these are the guidelines built by the group that all members agree to follow during the course of the workshop. Once an agreement has been put forward, the facilitator should then ask for a definition of what that agreement means to ensure that there is a communal language. Below are several suggested agreements.

Icebreaker: Respect Activity

Source: Critical Multicultural Pavilion

Ask participants to find someone in the room they don't know and make an introduction. Talk for five to 10 minutes about respect. What does it mean to you to "show respect?" How do you show respect to others? After the allotted time, ask all participants to sit and open the discussion. How did people define respect? What were some of the core concepts discussed?

Common responses will likely include:

All responses are worthy of reflection in terms of their cultural and hegemonic influences. Ask participants where their ideas of respect come from and whom they are meant to protect. If the group raises any of the common responses above, challenge them to answer the following questions:

The point of the discussion is to reflect critically on assumptions and socializations regarding respect. The point is not to agree and to learn from each other's differences.

This activity helps to establish a basis of respect within the group, helping the participants take the first steps toward creating and maintaining a constructive discussion of social justice and equity. At the very least, participants meet someone new and exchange ideas with that person. The group also gets its first look at the similarities and differences between participants, potentially in ways that reflect privilege and power.

Activity One: Introduction Identity

Definition
Everyone has a personal and social identity. Personal identities include an individual's name, unique characteristics, history, personality and other traits that make one different from others. Social identity includes affinities one has with other people, values and norms that one accepts, and the ways one has learned to behave in social settings.

Objective
The following activity is particularly useful when working with participants who don't know one another very well. The goal of this activity is to warm up participants to sharing about themselves and start revealing a bit about each participant's background.

Materials
Markers and 8-by-10-inch sheets of paper folded horizontally.

Instructions
Write out your fullest name and tell your story. On the back of the piece of paper write the top three identities you feel closest to. The facilitator encourages participants to go around the circle to share any meanings, significance, culture, significant ancestors and the top three identities they hold dearest. Everyone will have a chance to share and be heard by the group.

Suggested questions if participants need help getting started:

Facilitators should encourage students to be creative. Make it clear that it is acceptable to write poetry, list adjectives that describe them, include humor, etc.

If your group is large, break into diverse small groups of five or six to make sure everyone has an opportunity to share their story. Ask for volunteers to get the group started and tell participants they can share their stories from memory, or read them.
Facilitator Notes

Discussion
When everyone has shared, ask participants how it felt to share their stories. Why is this activity important? What did you learn?

Activity Two: Understanding Privilege and Systems of Power

Activity
"Unpacking the Invisible Knapsack"

Objective
The objective of this activity is to confront entrenched systems of power and privilege, and identify common situations when privilege is not acknowledged, to the detriment of the disadvantaged and oppressed.

Discussion
What is privilege? We all have privileges. What are yours? Were you surprised by any of the privileges you found in your invisible knapsack?

Activity Three: Gender and Sexuality

Group Definition
Have the group describe what they believe to be the definition of the terms "gender" and "sexuality."

Objective
The objective of this activity is to reconsider male-gendered nouns that we consider "generic." Generating gender-free nouns and pronouns will help participants incorporate more inclusive language in their daily speech and writing.

Instructions
Break participants into small groups and give them a printout of the chart below. Instruct participants to convert the suffixes of the nouns into gender-free, inclusive terms by changing the noun root word or substituting a non-gender-specific root word from another language. Tell participants that since male endings are so pervasive, it is OK to invent new words by replacing the endings of existing words with something non-gendered.

Discussion Questions
The facilitator should ask the following questions of the group while also encouraging them to share personal experiences that speak to their point. What are characteristics of what society believes a [woman/man/girl/boy] should be? What are the norms for appearance/behavior? What happens when someone falls outside of this norm? How do the words we use influence the way we think about certain professions?

Activity Four: Race and Ethnicity

Definition
Race is a social construction that has real consequences and effects. Race is colloquially used to refer to a person's skin color, religion or area of origin (e.g., Black, Jewish or African). Technically, however, race is based on national origin, sociocultural groups and self-identification. The U.S. government, including the Census Bureau and Centers for Disease Control and Prevention, does not attempt to identify race according to biology, anthropology or genetics. Religious belief is not considered a race, but can be a factor in identifying one's sociocultural group. (For a full explanation of how each racial category is defined, refer to the U.S. Census About Race page). In a historical context, race has played a large part in how our society has evolved, and it shapes the way we see others and how we experience our lives. (For more on race from a historical perspective, read " A Different Mirror: A History of Multicultural America," by Ronald Takaki.)

Objective
The objective of this activity is to help participants take stock of the multicultural diversity in their lives. It should help participants get a clear image of how diverse or homogenous their surroundings are and identify ways to improve their exposure to multiculturalism on a daily basis.

Instructions
Fill in the appropriate boxes:

Activity Five: Intersectional Identity and Privilege

Activity
Crossing The Line

Objective
The purpose of this activity is to explore the diversity among the members of our community. How a person identifies can affect many facets of his or her life. We will use this activity to get to know one another on a deeper level. What are our values, backgrounds, and visible and invisible labels? This activity requires everyone to step outside of his or her comfort zone. Participants being vulnerable can help the group learn more about the identities they do not share.

Instructions
Have all participants line up in a straight line facing the facilitator. If the room is too small to have each participant standing shoulder to shoulder, an alternative is to have the group stand in a circle and step into the circle. The facilitator should explain that they will read a statement. If the statement describes you, then silently step across the line. Everyone should quietly notice who stepped across the line and who did not. After a moment, the facilitator will thank those who stepped forward and will then have everyone step back in line.

Discussion
Activity Six: Recap and Closing Activity

This toolkit was designed to address human issues that everyone faces and help participants recognize how they can better understand and work toward solving, or at least improving, these issues. Participants were often forced to confront socialized and entrenched notions of privilege, identity and social justice. Anything that was difficult to confront during the training will be even more difficult to confront in practice, but if these were easily solvable issues, they wouldn't be issues for long. Participants should feel better equipped with newfound knowledge and empathy, and prepared to apply the lessons they learned in their own lives and communities.

Objective
To practice giving positive feedback and to have participants leave the workshop feeling energized.

Instructions
Have participants mingle randomly in a large group and then instruct them to stop and share with the person in front of them one way in which that person "shined" during the workshop. Repeat several times so that each person gets feedback and support from different people in the group. If there are an odd number of participants, the facilitator should address the odd person out each time.

Completing this training is not the end, but merely the beginning. Hopefully, this toolkit has helped to create new understanding among your participants. Individuals should have learned about their own identity and of those around them, as well as the implications of socially constructed labels and stereotypes of an individual's experience. Those interested in this type of work may be interested in a career in social work, facilitation, advocacy or sociology. At the end of the training, facilitators should be prepared to provide additional resources for participants who want to learn more about issues of identity, power and privilege. Below we cite several resources to help you get started.

Recommended Resources

Resources for Additional Activities

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Citation for this content: The MSW@USC, the online Master of Social Work program at the University of Southern California.

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Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege

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This training is meant for anyone who feels there is a lack of productive discourse around issues of diversity and the role of identity in social relationships, both on a micro (individual) and macro (communal) level.

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De-escalation can have different goals: ensuring physical safety, reducing the likelihood of violence, maintaining the desired tone or mood of an action, or reducing violence such that a fight can be worked out. Every situation is unique: there is no formula for dealing with hostility or conflict. When entering an action, it's best to think through possible difficult situations and prepare ahead of time.

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Diverse Educators Site LogoDiverse Educators Logo

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Diverse Educators Site LogoDiverse Educators Logo

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Intersectionality Toolkit | Diverse Educators

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Intersectionality is how multiple identities interact to create unique patterns of oppression.

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TOOLS FOR DOCUMENTING LEARNING - poster 12 - FOCUS learning

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A downloadable poster with a collection of different tools to document learning in (non) formal learning processes, created by FOCUS learning

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This category is dedicated to the publications, some produced by us, some other produced in cooperation with our partners.

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What can be done to enhance female participation in politics and in entrepreneurship in Lebanon?

The seminar "Engagement of Women in Politics and Entrepreneurship", organised by the Agenzia Nazionale per i Giovani (Italian Youth National Agency) in collaboration with the SALTO EuroMed Resource Centre, the Erasmus+ UK National Agency, and GIZ Lebanon, has sought to address this question involving and engaging 31 participants from 15 countries.

The Practical Guides are tools for youth workers, youth leaders and trainers involved in the EuroMediterranean cooperation.

Studies and Research collection aims to investigate specific topics relevant in EuroMed area.

The TOTEM publication is now available to donwload! :)

The elements presented on this page are the annexes of our new publication entitled "TOTEM: Training of Trainers in EuroMed: skills and competences for training in EuroMed", written by Buzz Bury.
Happy Reading! :)

"Youth Work in..." is a collection composed of five publications dedicated to youth work in the Mediterranean countries (Tunisia, Israel, Jordan, Palestine and Egypt) hosting actions in 2013/2014.

SALTO-YOUTH EuroMed has launched a serie of educational reports. Each issue is dedicated to a particular training course in details. They are intended for you to use as a 'resource pack' of methods and activities for youth workers dealing with the kind of issues and activities which we looked at during the trainings. They also aim to increase transferability and promote methods used to develop quality in projects.

As a result of the Call for experts launched in February on behalf of the European Commission (DG EuropeAid), the RCBS designated seven experts to undertake research on the development of youth policies in ten Mediterranean partner countries (Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, Palestinian Authority, Syria, Tunisia and Turkey). The research was a recommendation action of "EuroMed Youth Programme III" to help analyse the needs of youth work in partner countries and strengthen the partnerships in accordance with the local needs.

With this magazine we wish to offer to all the actors of the Youth in Action and EuroMed Youth Programmes (National Agencies & National Coordinators, trainers, project holders, participants, ..) a place to share their experiences within this framework. All contributions help to show the richness and the diversity of what is possible under the common umbrella of the programme. We hope you will have plenty of experiences to share with us. So far: enjoy your reading!

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This category is dedicated to the publications, some produced by us, some other produced in cooperation with our partners. back to top What can be done to enhance female participation in politics and in entrepreneurship in Lebanon?

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Queer Palestinian and the empire of critique

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Queer Palestinian and the empire of critique

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Sa’ed Atshan, Queer Palestine and the Empire of Critique (New Texts Out Now)

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I had three major motivations. One was to provide an autoethnographic account of my own consciousness as a queer Palestinian.

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Five Palestinian women you should know about

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Five Palestinian women you should know about

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MARTI: MAke it Relevant: Tools for Intersectionality _Reccomandation

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MARTI: MAke it Relevant: Tools for Intersectionality _Reccomandation

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The Forgotten “–ism:”An Arab American Women’s Perspective onZionism, Racism and Sexism

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The Forgotten “–ism:”An Arab American Women’s Perspective onZionism, Racism and Sexism

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Obour / عبور / (Visual Experimentation / تجربة مرئية)

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Obour / عبور / (Visual Experimentation / تجربة مرئية)

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Obour / عبور / (Visual Experimentation / تجربة مرئية)

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"lgbtqi and women" rights advocacy artivism

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Share your videos with friends, family, and the world

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Launching ConferenceThe 2021 Regional Index on Violence against Women and Girls

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Launching ConferenceThe 2021 Regional Index on Violence against Women and Girls

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In Between (2016) | Trailer | Mouna Hawa | Sana Jammelieh | Shaden Kanboura