gender and development training sensitization workshop handicap international
TRANSCRIPT
Workshop Outline
1. Introduction
2. The GAD Approach & Disability
3. The GAD Tools for Analysis
4. Case Study
5. Conclusion
Why GAD at HI?
Gender equality is a condition for achieving sustainable development
The disadvantage experienced by women with disabilities (WWD) must be addressed so that they can also benefit from HI interventions .
Training Objectives
To introduce the basic principles of the GAD approach
To bring participants to think about the links between gender and disability
To familiarize participants with GAD analytical tools
To encourage participants to integrate GAD in there work
Sex
Biologically determined Universal A temporal
Gender
Socially-constructed Learned Dynamic and modifiable Culturally conditioned Is multi-faceted
From Sexual Differences to Inequality
These social inequalities are constructed on the basis of sex, which the GAD approach seek to take into account.
© Le monde selon les femmes, 2002.
DIFFERENCES INEQUALITIES
WOMAN MAN WOMAN MAN
Small Robust Weak Strong
Sharp voice
Deep voice Submissive voice Authoritative voice
Limited physical strength Great physical strength
Fragile, not able to overcome challenges
Strong, capable achieving great endeavors
HI Definition of gender
1. Gender describes social roles and relations between men and women in society
2. Gender changes over time and cultures (ex breastfeeding)3. Gender refers to all aspects of life (economic, political,
social) 4. Gender assigns behaviors and actions that are expected
from men and women (cultural representations)5. Gender assigns women and men position within the
family, the community, the nation 6. Gender refers to how power is used and shared7. Gender is a cross disciplinary category: interaction with
other factors (age, disability, ethnicity, religion, social background…)
Correlation between Gender and Disability
Gender is a variable that cuts across all social categories.
Gender shapes the way in which disability is experienced.
Women with disabilities are doubly discriminated against.
The influence of gender on The The influence of gender on The Disability Creation Process : Disability Creation Process :
Cat
heri n
e D
ixon
SOCIAL PARTICIPATIONAccording to roles and tasks given to men and women within the community
Environmental factors
Interaction
Personal factors
Human development model
Intrinsic
Including sexe and gender
Extrinsic
Including gender
(RIPPH, 1996)
Environmental factors
Life habits
Interaction
Disability Creation Process (RIPPH, 1996)
Social participation Disabling situation
Personal factors
Organic systems
Integrity org. impairment
Aptitudes
capacity funct. impairment Facilitator Obstacle
Risk factors
Cause
Risk factors
Cause« A risk factor is an element belonging to an individual or resulting from the environment that is liable to cause a disease, a trauma or any other form of deterioration in a person’s integrity or development. »Risks factors are sometimes different for men and women.
How Sexe and Gender How Sexe and Gender influence Risk factorsinfluence Risk factors
1 – Biological risks : sex Eg. disability caused by pregnancy and
delivery (18 millions women/year)
2 – Risks related to the physical environment: repartition of tasks
within the society (gender) Eg. Mine affected area around water
point
3 – Risks related to social organisation : cultural and social practices
(gender) Eg :Female genital mutilation, professional risk,
domestic accident
4 – Risks related to individual and social behaviour: How individual
behave according to what is expected by society. Eg: road
accident
The main categories:
Facteur de risque
Cause
« A personal factor is a characteristic belonging to a person, such as age, sex, socio-cultural identity (including gender), organic systems, aptitudes, etc. »
Personal factors
Organic systems Aptitudes
Capacity funct.impairmentIntegrity org.impairment
Risk factor
Cause
« An organic system is a group of body components with a shared function. »
«An impairment corresponds to the degree of anatomical, histological (structure) or physiological (functioning) deterioration to an organic system. »
« An aptitude is the possibility for a
person to accomplish a
physical or mental activity. »
Some aptitudes are also attributed by
sex:-giving birth for a women (aptitude
related to reproduction)
-be strong for a man (aptitude related to
resistance and protection)
Environmental factors
Facilitator Obstacle
« An environmental factor is a social or physical dimension that determines the organisation and the context of a society. » Gender is an environmental factor that conditions roles and responsibilities of men and women« A facilitator is an environmental factor that promotes the realisation of life habits. »
« An obstacle is an environmental factor that reduces the realisation of life habits
Environmental factors
Facilitator Obstacle
• Some beliefs and cultural perceptions can render women with disabilities ineligible to marriage and motherhood.
Stereotypes on gender and disability and some cultural practices (eg. dowry) represent environmental obstacles
Environmental factors
Facilitator Obstacle
In some cultural contexts the presence of female health workers facilitate the attendance of rehabilitation centers by women
Environmental factors
Facilitator Obstacle
Sexual harassment and gender based violence in school environment hamper disabled girls’ access to school
Equal rights !
An efficient law to facilitate insertion of people with disability and which promote gender equality will have a significant impact on how women and men experience their disability.
Environmental factors
Facilitator Obstacle
Environmental factors
Facilitator Obstacle
Family environment is a major factor (overprotection, control, support…) The knowledge of the allocation of tasks, powers and responsibilities within the household between men and women is essential
Life habits
Social participation Disabling situation
« A life habit is an everyday activity
or a social role which relates to and is valued by the person or his/her socio-cultural context according to his/her characteristics (age, sex, identity, etc.). It ensures a person’s survival and well-being »Gender conditions women and men’s life habits. Gender keep them in specific roles and tasks (reproductive role, productive role, community role etc..)
Examples differ with the cultural contexts
Social participation Disabling situation
A situation of social participation corresponds to the full realisation of life habits. Some of those habits are conditioned by gender
Women:
Looking after children
Domestic tasks
Field labour
Supplying in basic goods
dancing
Men:
Working
Protecting his family
Cattle raising
Attending school
Exercing sport
Life habits
20 million women become disabled each year after giving birth. Most of them live in developing countries
© Francesco Cito
Over 100 million young girls and women in Africa have become disabled following
genital mutilation
© Pep Bonet
Women with disabilities have a higher risk of being victims of violence than men in a similar situation, and three times more
risk than women without disabilities. © Jeremy Horner
Only ¼ of women with disabilities are estimated to have access to work. They are twice as likely to be unemployed than men with disabilities.
© Jenny Matthews
In Bangladesh, 2% of women with disabilities get married, compared to 48% of valid women. In some African countries they are considered as
non eligible for marriage.
© Frederik Naumann
Women in Development (WID) 1. The Approach : Considers women as the problem. 2. The Focus: Women. 3. The Issue: The exclusion of women (who represent
half of the potential productive human resources) from the development process.
4. The Objective: A more efficient and effective development.
5. The Solution : Integrate women in the existing development process.
6. Strategies: Women-centered projects or components Increase women’s productivity, revenues and capacities.
Gender and Development (GAD) 1. The Approach : An equitable and sustainable approach
to development focused on people. 2. The Focus: Male-female relationships. 3. The Issue: The unequal power relations (between rich
and poor, men and women) that prevent an equitable development as well as the full participation of women.
4. The Objective : A sustainable and equitable development in which both men and women have decision-making power.
5. The Solution : Empower women as well as the most vulnerable members of society. Transform unequal relations between men and women.
6. Strategies: Men and women identify their needs together. Women’s strategic interests are also considered. Address the strategic interests of the most vulnerable for a people-centered model of development.
The GAD Approach
Gender inequality is related to women’s subordination.
This subordination is caused, maintained and reinforced in most societies through institutions and values.
The solution resides in the redistribution of power and in equality
Summary of the first part
We have established that:
Gender is a social construct that varies according to culture and over time.
Gender-attributed roles are not fixed and universal.
There is a worldwide inequality based on sex that tends to favor men.
It is necessary to include a gender perspective in development interventions.
Data generated by GAD analysis
Sex-disaggregated data. Understanding of gender relations. Analysis of the differentiated impact of
the sexual division of labor. Men and women have differing needs
and interests.
The Four Stages of GAD Analysis
1. Data collection What is the current state of gender relations?
2. Analysis What are the needs?
3. Actions Who? What? How?
4. Results What changes have been made?
First Stage: date collection
1.The sexual division of labor
2.Access and control
3.Influencing factors
The Productive Role
The production of goods and services for consumption and sale (agriculture, fishing, paid work, etc.)
While both men and women take part in productive, their functions and responsibilities differ.
In most contexts, men perform formalized and better-remunerated work.
Consequently, most of women’s productive work remains ‘invisible’
The Reproductive Role
Activities that are mainly performed within the household (i.e. domestic chores, children’s and old people’s care, the welfare and education of family members etc.)
Everywhere on earth, women assume most of this responsibility.
These activities are not remunerated beacuse they are considered as “natural”
© Clarice
The Community Role
Activities performed for the benefit of the community
Women ensure the provision of resources such as water, health care, education etc., which is perceived as an extension of their reproductive role.
As for men, they tend to hold a political role within the community A type of work that is often remunerated.
© Clarice
The Triple Role of Women
The assignment of roles is highly asymmetrical.
Generally, women perform three types of work and the majority of this work remains invisible; this impedes their freedom, independence and participation to their own development, and to that of their community.
Tool: The Activities Profile
Cadre de Harvard, tiré de CQFD (2004)
1. Activities Profile Women-Girls Men-Boys
A. Production-related activitiesAgriculture:
activity no. 1
activity no. 2 etc
Income Generation:
activity no. 1
activity no. 2 etc
Employment:
activity no. 1
activity no. 2 etc
Other:
WWD MWD
B. Reproduction-related activitiesWater related:
activity no. 1
activity no. 2 etc
Fuel-related:
Food réparation:
Childcare:
Health-related:
Cleaning and mending:
Market-related:
Other:
Why analyse the work done by women and men? Become aware of all the work accomplished
within the community as well as it actual value.
Plan for projects by thinking of their impact on the balance of complex social and economic functions within the community.
Reduce women’s workload. Ensure women’s participation in projects.
Access & Control
Access – The opportunity to make use of resources (i.e.land, equipment, capital etc.) and of benefits (i.e. education, health services, political power).
Control – The ability to decide on the use of resources and to impose one’s choice to others.
Tool: Access & Control Profile
Harvard Framework, from CQFD (2004)
2. ACCESS & CONTROL PROFILE
Access
Women Men
Control
Women Men
A. ResourcesLand
Equipment
Labor
Cash
Education, training, etc.
Other
WWD MWD
B. BenefitsIncome earned outside the home
Possession of property
Basic needs (food, clothing, housing)
Education
Political power, prestige, etc.
Other
Why is it important to know access and control ? The resources (economic, political, time,
etc.) needed to fulfill the various roles and enjoy their benefits (i.e. food, shelter, money etc.).
The factors that determine women and men’s access to resources.
The changes that should take place regarding access to, and control over resources, so that both women and men can assume the new roles that they will have chosen.
The Context/External Factors
The factors which determine gender relations (i.e. the sexual division of labor) and access/control
The factors that influence gender differences
Past and current influences
Opportunities and constraints
Tool: Influencing Factors
Harvard Framework, from CQFD (2004)
3. INFLUENCING FACTORS Impact? Opportunities? Constraints?
Political
Economic
Cultural
Educational
Environmental
Legal
International
Other
What are the needs?
1. Living conditions and practical needs
2. Social status and strategic interests
Second Stage - Analysis
Practical Needs Tend to be immediate
and short-term. Are common to almost
all women and men. Are linked to daily needs
such as food, shelter, income, childcare, etc.
Can be fulfilled in a material way.
Are different from men to women according to their roles and responsibility.
Strategic Interests
Tend to be long-term. Are specific to particular
(groups) of women and men. Are linked to a position of
subordination: i.e. lack of resources or education, vulnerability to poverty and violence, etc.
The cause of the subordination and the potential for change is not always identifiable by those concerned.
Can be fulfilled through awareness-raising, higher self-confidence, education, mobilization, etc.
Levels of Participation
Adapté d’un schéma de Nancy Bergau et reproduit dans Coady International Institute (1989).
PARTICIPATION
consultation
Plan/implement/evaluate solutions to problems
act in ways prescribed by others
Receive benefits
Décisions made by
us
Décisions made by others
Possibilities for reversing inequalities
What needs and methods can lead to a change in women’s conditions?
Does the project contain seeds of change? Do participants acquire confidence and skills that will be
useful to them in other areas of activity? Does the project support participants’ efforts to organize
themselves and tackle connected issues? Are there any possibilities to form alliances and coalitions
with other groups?
Different degrees of integration of the gender perspective
Gender negative:Gender inequalities are reinforced to achieve desired development outcomes. Uses gender norms, roles and stereotypes that reinforce gender inequalities
Gender neutral: Gender is not considered relevant to development outcome. Gender norms, roles and relations are not affected (worsened or improved
Gender sensitive: Gender is a means to reach set development goals. Addressing gender norms, roles and access to resources in so far as needed to reach project goals
Different degrees of integration of the gender perspective
Gender Positive : Gender is central to achieving positive development outcomes. Changing gender norms, roles and access to resources a key component of project outcomes
Gender Transformative:Gender is central to promoting gender equality and achieving positive development outcomes. Transforming unequal gender relations to promote shared power, control of resources, decision-making, and support for women’s empowerment
What changes have been achieved over time?
Signals that help identify the level of equity between women and men with disabilities in a given context.
These signals play a permanent observatory role to monitor how gender equality progresses or regresses in the field.
Fourth Stage - Results
Caution!!
Gender analysis is not a rigid and neutral tool which is imposed by ‘outstiders’ who are experts.
WWDs must be actively involved in the decision-making process.
Gender analysis does not replace empathy and sensitivity in development work.
Case Study
Read the case study and answer the following questions as a group:
1. Why didn’t the project work?
1. How could it be improved to become more viable?