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Gender Training

Gender Training. Arfon Rhys The Fellowship of Reconciliation in Wales www.cymdeithasycymod.org.uk. Housekeeping. Fire alarm Fire exits and drill Toilets location in building Coffee / lunch arrangements No smoking building Smoking areas location. Introductions.

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Gender Training

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  1. Gender Training Arfon Rhys The Fellowship of Reconciliation in Wales www.cymdeithasycymod.org.uk

  2. Housekeeping • Fire alarm • Fire exits and drill • Toilets location in building • Coffee / lunch arrangements • No smoking building • Smoking areas location

  3. Introductions In pairs, interview each other and find out: • Why your partner has come today • What they would like to take away from today • Any cares or concerns about today • What you both need to feel comfortable in the workshop • 10 minutes

  4. Objectives By the end of the day participants will:- • Understand the concept of “gender” • Describe the relationship between gender and power relationships • Appreciate the need for gender equality • Identify gaps, needs, for gender equality • Draw up an action plan for gender equality

  5. Timetable • Differences between gender and sex • 11.15 Morning coffee break - 15mins • Gender equality (15mins) • Violence and gender issues (30mins) • Approaches to strategy (30mins) • 12.30 Lunch break – 45mins • SWOT Analysis (30mins) • Gender mainstreaming planning (40mins) • 3.00 Afternoon tea break – 15mins • SMART analysis (30mins) • Force Field Analysis (30mins) • 4.00 Evaluation and end

  6. Ground rules • Can you think of a rule we should add to these? • Turn off mobile phones • Respect time - start on time, end on time • Be respectful of other participants and the facilitators • Talk loud enough for all to hear • Talk one at a time • Maintain confidentiality of each other

  7. What is gender? Gender is our ‘created’ sexual identity as opposed to our biological sexual identity. This is a structure which limits men’s and women’s power to make free choices. All of us – women and men alike – help create and maintain this system throughout our lives, by our everyday actions.

  8. Is this a sex or gender statement? 1. Women give birth to babies, men don’t. 2. Little girls are gentle, boys are tough. 3. Women can breastfeed babies, men can bottle-feed babies. 4. Most building-site workers in Britain are men. 5. Men’s voices break at puberty, women’s do not. 6. According to UN statistics, women do 67% of the world’s work, yet their earnings for it amount to only 10% of the world’s income.

  9. The two logics of “gender” 1. Separation A clear example of separation is the gender-segregated labour market. Almost all of those working in care are women and almost all of those working in technical jobs are men. 2. Hierarchy In the labour market, men generally earn more than women in just about every occupational category, and women are increasingly scarce the higher up you go in an organisation’s hierarchy.

  10. Gender lenses ‘Gender Lenses’ is a name given to the concept of wearing a pair of spectacles and looking at the community:- • Out of one lens you see the participation, needs and realities of women, and out of the other lens you see the participation, needs and realities of men. • Your vision is the combination of what both eyes see together. • We need equal, respectful partnerships between men and women.

  11. Gender equality Women and men must have the same power to shape society and their own lives. This means:- 1. Equal division of power and social influence. 2. Economic equality between women and men. 3. Equal distribution of unpaid care and household work. Women and men shall have the same opportunities to give and receive care on equal terms. 4. Men’s violence against women must stop.

  12. Types of violence • Making disparaging remarks to women • Telling sexist jokes • Display of “pin-up” girls in workplace • Excluding women from conversation • Unwanted attention or touching • More aggressive pressure - bullying • Physical violence • Rape

  13. Gender Equal Situation This means resources and services are equally accessible, of equally high quality and equally well adapted to all citizens, regardless of gender. Services and resources are adapted to the needs of both genders by basing them on women’s and men’s living patterns.

  14. Questions to ask Is there anything that segregates the genders? Is there anything that attaches value to one gender or the other? Is any particular gender the norm? What is the gender representation? What is the allocation of resources to the genders?

  15. INACTIVE Do nothing ------------------------------------ PREACTIVE Produce an action plan in expectation of an external or internal event happening. If the expected event does not happen the plan will not work. REACTIVE Produce an action plan as a result of an event which has forced the organisation to react. ------------------------------------- PROACTIVE Produce an action plan based on organisations own agenda for future, based on own needs and priorities. Four approaches to strategy

  16. 6 steps to gender mainstreaming Step 1 - Developing an understanding of gender equality. Step 2 - Focus is on determining the conditions for gender mainstreaming. Step 3 - Planning and organising gender development work. Step 4 - Auditing, surveying, analysis and the formulation of objectives from a gender equality perspective. Step 5 - Implementing the measures planned. Step 6 - Evaluating the outcome of an operation or activity from a gender perspective.

  17. The Strategy Cycle 1.Understanding gender equality 7.Revision

  18. SWOT analysis • STRENGTHS What do we do well in terms of gender equality? • WEAKNESSES What do we do not so well? • OPPORTUNITIES How can we be more gender equal? • THREATS What are the risks of gender inequality?

  19. Risks of gender inequality This might happen:- 1. If we proceed on the basis of ‘gender neutrality’ which can lead to gender blindness. 2. From a norm that only reflects one of the genders. The process may then be adapted to the needs of that gender. 3. Have different expectations of women and men. Our conclusions may then be gender stereotyped and may cause us to place different demands on women and men or treat them differently.

  20. Before and after From A to B We want to move from where we are to where we want to be in ? years time Let us see what change we want to see happen

  21. Planning mainstreaming Action plan • OBJECTIVES • PERSON RESPONSIBLE FOR ACTION • START DATE • TARGET DATE • RESOURCES NEEDED

  22. Specific: goal & methods must be clearly defined Measurable: define your objectives numerically Achievable: humanly possible, with required resources Relevant: objective must add value to plan Time: framed set deadlines

  23. Force Field Analysis Any change is painful and will be resisted by some who feel threatened. Let us consider what will be the positive forces in our favour and the negative forces against us.For change Against change

  24. Have we met our objectives? By the end of the day participants will:- • Understand the concept of “gender” • Describe the relationship between gender and power relationships • Appreciate the need for gender equality • Identify gaps, needs, for gender equality • Draw up an action plan for gender equality

  25. Any questions? Thank you!

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