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Through the Looking Glass: a guide to empower young people to become advocates for gender equality

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Through the Looking Glass: a guide to empower young people to become advocates for gender equality

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Resource Title

Summary

There has not historically been a strong focus on gender and gender stereotyping as a key contributor to the difficulties facing young people. Having a gender analysis can help us make the connections necessary to respond effectively to the root causes of many of the issues young people are struggling with today.

This resource has been developed by The Y Factor - the youth voices for women's equality programme in the NWCI to support education practitioners and activists and young people to identify and discuss issues related to equality between women and men and support young people to take action.

Description
Objectives of the Toolkit

1. To increase the knowledge, understanding and confidence of youth practitioners to plan and deliver activities for young people that help them to identify and discuss issues related to equality between women and men.

2. To provide youth practitioners with practical and reflective skills in working with young people around gender issues and women's equality.

3. To provide step-by-step guides for young people to take action on issues that they want to take action on.

4. To provide tools for ensuring that gender equality remains a core consideration at all levels within formal and informal education settings.

Who is this Toolkit For?
This toolkit is aimed at any person working with young people in a formal or informal education setting, including:

Training and education providers

Youth workers

Staff working in front line services, such as mental health and residential care

services

Community groups working with groups of young people

Teachers and staff in secondary schools

This toolkit is organised into four main areas:

1. What is Gender? - Provides background information on gender and gender inequality and introduces the practitioner to gender-conscious work with young people.

2. Getting Going on Gender - Provides detailed guides to gender-based activities on a range of different issues.

3. Taking Action - Provides advice on working with groups of young people to become advocates for gender equality.

4. Policy and Your Organisation - Provides step-by-step guides on gender-proofing policies and creating a gender equality policy within an organisation.

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Through the Looking Glass: a guide to empower young people to become advocates for gender equality - DevelopmentEducation.ie

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Objectives of the Toolkit To increase the knowledge, understanding and confidence of youth practitioners to plan and deliver activities for young people that help them to identify and discuss issues related to equality between women and men. To provide youth practitioners with practical and reflective skills in working with young people around gender issues and [...]

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Watch the trailer of the film Suffragette (2016) 

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Watch the trailer of the film Suffragette (2016) 

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Suffragette Official Trailer #1 (2015) - Carey Mulligan, Meryl Streep Drama HD

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3b.Consider the two characters and how they interact. How are gender, class  and ethnic differences reflected in the language they use? 

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3b.Consider the two characters and how they interact. How are gender, class  and ethnic differences reflected in the language they use? 

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3c.Pretend to be the author and write a script of the scene containing: the narrator's voice and a dialogue between him and her . 

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3c.Pretend to be the author and write a script of the scene containing: the narrator's voice and a dialogue between him and her . 

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In groups of three(Jane; Mr Rochester and the narrator) practice to perform the scene with the correct intention, intonation and pronunciation. Be ready to perform it in class.

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In groups of three(Jane; Mr Rochester and the narrator) practice to perform the scene with the correct intention, intonation and pronunciation. Be ready to perform it in class.

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https://sdgs.un.org/goals/goal5

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Partnerships are a must

Gender equality requires partnership between women and men. Men often wield power over many aspects of women's lives - a s heads of state and government ministers, as leaders of religious and faith-based institutions, as judges, as heads of militaries and militias, as village leaders, or indeed as husbands and fathers.

It is also often men who control access to sexual and reproductive health information and services, finances, transportation and other resources. And too often, it is men alone who make decisions about sexual relationships, the timing and frequency of sexual activity, and the use of contraceptives. Some men even impose these choices through coercion or violence.

At the same time, young men and boys are future partners, community members and leaders. Reaching them with programmes that promote gender-equitable attitudes and behaviours is key to ensuring the future is free of gender-based discrimination.

Men advocate for girls' rights at a rally in Liberia. ©UN Photo/Emmanuel Tobey

Growing interest in gender equality

Clearly, men need to be involved if gender equality is to be achieved and reproductive health programmes are to succeed. Research also shows that men want to be involved, and that many welcome the idea of mutually satisfying relationships built on trust and communication. UNFPA's work in the field also shows that male leaders can become valuable allies in addressing reproductive health issues, from maternal mortality to violence against women. Evidence also shows that young men are more receptive than their older counterparts to greater equality.

To this end, many UNFPA programmes seek to increase men and boys' involvement in new initiatives that promote gender equality and women's empowerment. They aim to increase men's perception of themselves as responsible, caring, and non-violent partners. They also recognize the diversity of men's reproductive and sexual health needs, including those of young men, and those who are economically deprived or displaced.

Getting to the root of the problem

Effective programmes also recognize that gender roles and relations are intertwined with cultural, religious, economic, political and social circumstances. They are based on the idea that gender relations are not static and can be changed.

Ideas about manhood are deeply ingrained. From an early age, boys may be socialized into gender roles designed to keep men in power and in control. Many are conditioned to believe that dominant behaviour towards girls and women is part of being a man.

Risk-taking and aggressive sexual behaviour on the part of young men are often applauded by peers and condoned by society on some level . These stereotypes result in harm to both women and men, and erode possibilities of establishing satisfying, mutually respectful relationships. Boys and young men can be encouraged to reflect upon and discuss issues surrounding masculinity, relationships and sexuality, which can help them to end high-risk and sometimes harmful attitudes and behaviours.

What UNFPA is doing

Many UNFPA-supported projects emphasize men's role in reproductive health. Various projects target different groups of men - from soldiers to religious leaders - to achieve different goals, from HIV prevention to greater male involvement in family life. For instance, UNFPA is working with male adolescents and youth to question current stereotypes about masculinity and risk-taking behaviour (especially sexual behaviour) and to promote their understanding of and support for women's rights and gender equality.

UNFPA also engages men and boys on the issue of gender-based violence. In 2017, for example, UNFPA worked to engage men and boys in Swaziland on preventing violence against women and girls. Similarly in Egypt, UNFPA engaged religious leaders on these issues, while in Serbia and Cambodia UNFPA worked with civil society organizations to engage adolescent boys in challenging harmful stereotypes and values and preventing violence.

UNFPA offices around the world, including in Indonesia, Kyrgyzstan and Ukraine, are also engaging men to support sexual and reproductive health and rights, including safe motherhood initiatives, family planning and HIV prevention. And for decades, UNFPA has worked with the military sector to reach out to large numbers of men with information, education and services on family life and family planning.
Last updated 10 May 2018.

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Gender equality cannot be achieved without the involvement of men and boys. Change is slowly taking place, and men are increasingly working alongside women to support gender equality and the empowerment of women and girls. Today, it is widely recognized that improving women's status and advancing their rights yields benefits for whole societies, not just women and girls.

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Study Zanichelli's Route 8: "The condition of women in the 19th C".

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Study Zanichelli's Route 8: "The condition of women in the 19th C".

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The quick story of the brave and brilliant suffragette Emily Davison

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2a. Create two columns with the adjectives used by Mary Wollstonecraft to refer to how women, on the one hand and men, on the other hand are depicted in a stereotypical way. What is her critique? 

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2a. Create two columns with the adjectives used by Mary Wollstonecraft to refer to how women, on the one hand and men, on the other hand are depicted in a stereotypical way. What is her critique? 

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Read about her thoughts in "A Vindication of the Rights of Woman" (1792) https://www.bl.uk/collection-items/mary-wollstonecraft-a-vindication-of-the-rights-of-woman

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Mary Wollstonecraft's Plea for women's Education

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3. What does the writer Chimamanda Ngozi Adichie say about gender TODAY?

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3. What does the writer Chimamanda Ngozi Adichie say about gender TODAY?

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FLAWLESS SPEECH - Chimamanda Ngozi Adichie

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3a.Read the extract from Chimamanda Ngozi Adichie's "The Thing Around Your Neck"(2009).

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3a.Read the extract from Chimamanda Ngozi Adichie's "The Thing Around Your Neck"(2009).

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Refers to equal chances or opportunities for groups of women and men to access and control social, economic and political resources, including protection under the law (such as health services, education and voting rights) by WHO (World Health Organization) https://www.who.int/gender-equity-rights/understanding/gender-definition/en/

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as ‘the relations between men and women, both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially. It is a central organizing principle of societies, and often governs the processes of production and reproduction, consumption and distribution’ (FAO, 1997). [...] Gender issues focus on women and on the relationship between men and women, their roles, access to and control over resources, division of labour, interests and needs. Gender relations affect household security, family well-being, planning, production and many other aspects of life (Bravo-Baumann, 2000) http://www.fao.org/3/y5608e/y5608e01.htm

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Use Prof.Langella's text analysis below to help you pin point Jane Eyre's feelings, values and the way she expresses all that in Chapter 23 marriage proposal scene.

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Jane Eyre text analysis ch 23 for audio1-2-3-4

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Consider the two characters and how they interact. How are gender and class differences reflected in the language and body language they use?

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2b. Read and interpret the dialogue between him and her

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2b. Read and interpret the dialogue between him and her

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from Ch.23 “Jane Eyre” (1847) by Charlotte Bronte, coloured transcription by Prof. Langella.

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Coloured transcription of Ch23 Jane Eyre