Introducing the Gender Transformative Approach in sexual and

Introducing the Gender Transformative Approach in sexual and reproductive health and rights, and gender-based violence programmes Facilitators: 1 3 -11 -2020 Insert partner logo here

Module 1: Six interrelated components and the socioecological model 2 3 -11 -2020 Insert partner logo here

Definition of gender transformative approaches Gender transformative approaches (GTAs): “actively strive to examine, question, and change rigid gender norms and imbalances of power as a means of achieving SRHR objectives, as well as gender equality objectives at all levels of the socio-ecological model. Programmes and policies may transform gender relations through: • • Encouraging critical awareness of gender roles and norms • Empowering women/girls and people with diverse gender and/or sexual identities/orientations • Engaging boys and men in SRH and gender equality Questioning the costs of harmful, inequitable gender norms in relation to SRHR and making explicit the advantages of changing them By applying these four strategies, harmful, inequitable gender norms will change into positive, equitable and inclusive ones and lead to improved SRH of men/boys and women/girls, the prevention of gender-based violence and gender equality. ” Based on Gupta 2000, Rolleri 2014 and USAID/IGWG 2011. 3 3 -11 -2020 Insert partner logo here

Rutgers’ GTA – six interrelated components 1. The human rights-based approach 2. Power 3. Norms and values 4. Gender and diversity: sexual orientation, gender identity & expression, and sex characteristics 5. Empowerment of women and girls 6. Engaging men and boys in SRHR programming 4 3 -11 -2020 Insert partner logo here

The socio-ecological model Visualises multiple layers of a person’s environment where harmful gender norms may be perpetuated: 5 3 -11 -2020 Insert partner logo here

1. The human rightsbased approach 6 3 -11 -2020 Insert partner logo here

Human rights and the rights-based approach üState = duty bearer üAll people are rights holders = they are entitled to human rights. They should also respect the human rights of others üAccountability hold duty bearers to account, who have to face up to their commitments üAccountability requires empowerment 7 3 -11 -2020 Insert partner logo here

Human rights and the rights-based approach üObligation to respect: States must refrain from interfering with or curtailing the enjoyment of human rights üObligation to protect: States must protect individuals and groups against human rights abuses. üObligation to fulfil: States must take positive action to facilitate the enjoyment of basic human rights 8 3 -11 -2020 Insert partner logo here

Human rights-based approach Human rights (civil, political, social, cultural, economic) are: • • 9 universal inalienable indivisible interdependent 3 -11 -2020 Insert partner logo here

Women’s and girls’ rights • • • 10 ‘To eliminate all forms of discrimination against the girl child and the root causes of son preference, which results in harmful and unethical practices regarding female infanticide and prenatal sex selection’ (ICPD Program of Action Par. 4. 16: (a)) Access to specific educational information to help to ensure the health and well-being of families, including information and advice on family planning (CEDAW art. 10 h) States Parties shall take all appropriate measures to eliminate discrimination against women in the field of health care in order to ensure, on a basis of equality of men and women, access to health care services, including those related to family planning (CEDAW art. 12. 1) To have access to adequate health care facilities, including information, counselling and services in family planning (CEDAW art. 14 b) ‘States Parties shall take appropriate and effective measures to: . . . c) identify the causes and consequences of violence against women and take appropriate measures to prevent and eliminate such violence; d) actively promote peace education through curricula and social communication in order to eradicate elements in traditional and cultural beliefs, practices and stereotypes which legitimize and exacerbate the persistence and tolerance of violence against women’ (Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa 2003, Article 4(2) 3 -11 -2020 Insert partner logo here

Reproductive rights • Determine freely and responsibly the number and the spacing of their children (Proclamation of Teheran 1968, art. 16) • • • Prohibition of forced sterilisation and forced abortion (Istanbul Convention 2011, art 39). • The right to receive education about sexually transmitted infections and other aspects of sexuality, and protection from practices such as female genital mutilation (non-binding BDPf. A 1995) 11 The right to legal and safe abortion (non-binding BDPf. A 1995) The right to birth control (non-binding BDPf. A 1995) Freedom from coerced sterilisation and contraception (non-binding BDPf. A 1995) The right to access good-quality reproductive healthcare (non-binding BDPf. A 1995) The right to education and access in order to make free and informed reproductive choices (non-binding BDPf. A 1995) 3 -11 -2020 Insert partner logo here

Sexual rights • The right to equality (SDG 10; Universal Declaration of Human Rights (UDHR), Article 7; ICCPR #2; Yogyakarta Principles, Article 2). • • The right to freedom of discrimination (UDHR 7, ICCPR #2; Yogyakarta Principles, Article 2). • • The right to privacy (UDHR, Article 12; ICCPR #17; Yogyakarta Principles, Article 6). • The right to protection against torture, inhumane or degrading treatment (UDHR 2016; Yogyakarta Principles, Article 10). • The right to found a family (Yogyakarta Principles, Article 24) 12 The right to well-being and the highest attainable standard of health (SDG goal 3; Yogyakarta Principles, Article 17). The right to support and information so that people may live accordingly to their sexual orientation and gender identity (Yogyakarta Principles, Article 28). 3 -11 -2020 Insert partner logo here

Women’s rights – reproductive rights – sexual rights Exercise 1. 1 • Give an example of a violation of one of these rights within the SRHR programming context. • In your case, who is the duty bearer(s) and rights holder in order to respect, protect and fulfil this right? • • Is this rights violation linked to harmful gender norms? If yes, how? 13 What could you do in your programmes to change these harmful gender norms in order to achieve the protection, promotion and fulfillment of the right? 3 -11 -2020 Insert partner logo here

Respect for human rights Golden rule: Do unto others as you would have them do unto you. 14 3 -11 -2020 Platinum rule: Do unto others as they would have done unto them. Insert partner logo here

Accountability Horizontal accountability refers to the responsibilities that different civil society actors and organizations have to be accountably for their actions towards one another. Vertical forms of accountability are those in which citizens and their associations play direct roles in holding the powerful to account for their actions regarding gender equality and SRHR. Interpersonal and professional accountability refers to gender equal and gender equitable dynamics in interaction. In the workplace it addresses the politics of whose voices are heard, who decides and who leads, who does the less visible behind-the-scenes work, whose efforts are given attention and praise, and so on. This form of accountability includes men’s accountability to other men, implying that men who strive for gender equality have the responsibility to stand up against women’s and sexual and gender minorities’ rights violations. Personal accountability deals with how men and women address their own practice, striving to behave in equitable ways. Institutional accountability involves structures of consultation and collaboration between SRH organisations, men’s organisations and the different strands of the gender justice movement (i. e. consult with women’s rights organizations and other social justice groups). Source: http: //menengage. org/resources/menengage-code-conduct/ 15 3 -11 -2020 Insert partner logo here

2. Power Understanding power is fundamental if you are to understand how change happens. 16 3 -11 -2020 Insert partner logo here

Exercise 1. 2. 1 Questions: Step 1 • • 17 Can you identify some goals of SRHR programmes? In what context do these programmes operate? What is the kind of change these programmes envision? What enables or prevents change from happening? 3 -11 -2020 Insert partner logo here

Exercise 1. 2. 1 Questions: Step 2 • • A moment of contradiction or discomfort in your work • Try to bring the event to life – use rich imagery and a story. Consider the setting, the characters, the senses (sight, sound, touch, smell, etc. ), the action or dialogue, your feelings and emotions and those of the other characters (anger, confusion, sadness, elation). 18 An ethical dilemma you faced in your work Trying to make yourself heard in relation to power/authority/expertise Being in a position of power/authority/expertise A situation in which you tried to get your rights recognised Choose one particular incident or event, rather than a broad experience over time. Choose an experience that you feel comfortable sharing; not something that will be traumatic to explore in this setting. 3 -11 -2020 Insert partner logo here

Power Different dimensions of power • Visible – Power over, observable behaviour, attitudes, decision-making mechanisms, winners and losers • Hidden – Conscious, setting the agenda behind the scene, biases which exclude some from participation • Invisible – Unconscious. Based on ideology or beliefs: social conditioning (internalised norms). Who decides what’s ‘normal’? 19 3 -11 -2020 Insert partner logo here

Visible power http: //www. powercube. net/analyse-power/forms-of-power/ 20 3 -11 -2020 Insert partner logo here

Hidden power http: //www. powercube. net/analyse-power/forms-of-power/ 21 3 -11 -2020 Insert partner logo here

Invisible power http: //www. powercube. net/analyse-power/forms-of-power/ 22 3 -11 -2020 Insert partner logo here

Expressions of power • ‘Power over’ is a way of exercising influence over people, often negatively associated with force, repression, coercion, discrimination, abuse and corruption. It perpetuates inequality, injustice and poverty. • ‘Power with’ builds collective strength and finds common ground among different interest groups. It is based on mutual support, solidarity and collaboration. • ‘Power to’ implies the capacity to decide and carry out desired actions. It opens up the possibility of joint action. • ‘Power within’ has to do with a person’s sense of self-worth, selfknowledge, self-confidence and the conviction of what is legitimate. 23 3 -11 -2020 Insert partner logo here

3. Norms and values 24 3 -11 -2020 Insert partner logo here

Norms are: ”Patterns of behaviour that are widespread, are generally tolerated or accepted as proper, are reinforced by responses of others and are quite hard to resist even if they run against what is felt to be right”. Tibandebage et al. 2002 25 3 -11 -2020 Insert partner logo here

Gender norms Boys … … have freedom … have responsibility to lead, provide, protect and take charge … should never act like girls … are naturally attracted to girls … need to show they are strong and tough (to gain respect) … need girlfriends for social status … trick girls for favors … judge girls on physical appearance 26 3 -11 -2020 Insert partner logo here

Gender norms Girls … … lack freedom … have adult responsibilities … have ambition … are weak/afraid/in need of protection … should be differential/proper/composed … bodies are their asset … are in danger because they are girls … are responsible for arousing boys … torment boys … shouldn’t be in romantic relationships/have sex until they are older 27 3 -11 -2020 Insert partner logo here

4. Gender and diversity: sexual orientation, gender identity & expression, and sex characteristics 28 3 -11 -2020 Insert partner logo here

Sex and gender • • Sex (daily use): activity focused on sexual arousal • Gender: social-psychological-cultural representations of masculinity and femininity. Gender identity, -roles, -stereotypes, -norms, attitudes, -expression • Gender diversity and sexual identity 29 3 -11 -2020 Sex: Biological characteristics that define humans as male, female: hormonal, genetic/chromosomes, physical Insert partner logo here

Inaccurate use of terms • Gender instead of sex: ‘Fill in your gender …’, ‘gender differences’ instead of ‘differences between men and women’ • Sex instead of gender: differences between men and women are often attributed to their sex while in fact they can be explained by gender 30 • social factors • experience and personality • social and interactional processes 3 -11 -2020 Insert partner logo here

Evolution of a concept Biological explanations emphasise the differences between women and men From modern to postmodern perspectives: • Gender as individual characteristic: gender identity and attitudes • Gender as norm: gender stereotypes, roles, the ‘sexual double standard’ • Gender as a procces: gender socialisation and ‘do gender’ = the continuous enactment of gender roles 31 3 -11 -2020 Insert partner logo here

Why are we interested in gender? • • • The recognised importance of social versus biological explanations Gender intersects almost all the domains of our life Gender and sexuality are inextricably linked • Male/female sexuality is depicted as fundamentally different and complementary • Sex = masculine drive, masculine sex as active, active sexuality as a precondition for masculinity (male assertiveness, competitiveness). Feminine sexuality as reluctant, subservient, vulnerable (compare feminine modesty, caregiving) • 32 ‘Gender typical’ sexuality is detrimental for sexual and reproductive health and pleasure. ‘heteronormativity’, divers sexual identities 3 -11 -2020 Insert partner logo here

Why are we interested in gender? • • 33 CSE programmes that address gender equality are 5 times more likely to be effective than those that do not. Of the CSE programmes that address gender, 80% were associated with a significantly lower rate of STIs or unintended pregnancy (Haberland 2015). Targeted, gender-transformative programming on health and violence leads (amongst others) to: • • 40% less violence against a partner • Greater involvement of women in decision-making in the household: 56% of women in the Men. Care programme say that the man has the final say about the use of weekly/monthly income and expenses vs. 79% who say so in the comparison group, a difference of about 30%. (Doyle et. al. 2018: 10 -12) Greater contraceptive use: 70% of women in the Men. Care programme vs. 61% in the comparison group, report currently using modern contraception 3 -11 -2020 Insert partner logo here

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It isn’t always easy to determine gender • Continuous interaction between biological and social factors: no waterproof layer between environment and person • Specific contexts and/or partners make certain gender behaviour more probable • • Changes during life and relationships • Drawbacks to preoccupation with sex differences 35 3 -11 -2020 Often the differences between women and men are not as big as people think; in reality the diversity between the sexes is bigger Insert partner logo here

Gender identity and sexual identity • • • Two different things! • • • Inconsistencies between attraction, behaviour and identity • Increasing diversity in sexual and gender identities 36 3 -11 -2020 Related, but the relationship is complex and variable Sexual expression is a function of biological, psychological, social and cultural influences Among women there is relatively strong diversity, plasticity and discontinuity Gender atypical behaviour is condemned more strongly in boys (and boys condemn more strongly) Insert partner logo here

Gender identity and sexual identity Gender expression Gender Identity Biological sex Sexual attraction 37 3 -11 -2020 Insert partner logo here

Intersectionality Multiple identities interconnect in one person, to create a whole that is different from each identity or social categorisation apart (Crenshaw, 1989). This is called intersectionality, which can be described as: “an analytical tool for studying, understanding and responding to the ways in which gender intersects with other identities (race, social class, ethnicity, nationality, sexual orientation, religion, age, mental or physical disability, etc. ) and how these intersections contribute to unique experiences of oppression and privilege” (AWID 2004: 1). 38 3 -11 -2020 Insert partner logo here

Stigma and discrimination • Stigma is a complex social process with many different forms, causes and effects • It is a distinguished mark or characteristic to label someone as inferior because of an attribute they (a group of people) have in common • Unfavorable attitudes and beliefs directed towards someone or something • Discrimination is a possible effect of stigma 39 3 -11 -2020 Insert partner logo here

SOGIESC-related stigma • Refers to a real or perceived negative feeling to a person or a group of persons by virtual of his or her SOGIESC. • A person is ignored, socially excluded and treated differently from others because of his/her SOGIESC • SOGIESC stigma differs from other forms of stigma (such as religious or nationality-related stigma, you can’t hide your skin color!) • Stigma or self-stigmatisation can be a reason for people with differing SOGIESC not to disclose their identity or not to seek medical treatment and support when needed. 40 3 -11 -2020 Insert partner logo here

Stigma Problem Tree Effects Top branches How does this affect the person being stigmatised? Forms Trunk What do people do when they stigmatise? Causes Roots. Why do people stigmatise? 41 3 -11 -2020 Insert partner logo here

5. Empowerment of women and girls 42 3 -11 -2020 Insert partner logo here

Empowerment “Empowerment is the expansion of choice and the strengthening of voice through the transformation of power relations, so women and girls have more control over their lives and futures. ” Eerdewijk et al. 2017: 17 43 3 -11 -2020 Insert partner logo here

Choice and critical consciousness • Choice is ‘the ability of women and girls to make and influence choices that affect their lives and futures’. • Choice is empowering if women and girls have freedom to choose from a range of options, for example regarding contraceptive use or when and whom to marry. Empowered choice challenges social inequalities. • Critical consciousness is women and girls identifying and questioning how inequalities in power operate in their lives, and asserting and affirming their sense of self and their entitlements (‘power-within’). • For empowerment to happen, choices need to materialise in actions and outcomes. 44 3 -11 -2020 Insert partner logo here

Voice The capacity of women and girls to speak up, be heard and share in discussions and decisions – in public and private domains – that affect their lives. Voice is important to contest existing power relations. It can be realised through: • The participation and representation of women and girls in political and economic decision-making institutions; • • Collective organising in favor of gender equality; • Holding institutions accountable 45 Strengthened leadership of women and girls (individually and collectively) to pursue own interests and needs 3 -11 -2020 Insert partner logo here

Agency • Agency relates to choice and voice. It means: Women and girls pursuing goals, expressing voice and influencing and making decisions free from violence and retribution. The capacity of women and girls to speak up, be heard and share in discussions and decisions – in public and private domains – that affect their lives. • Decision-making is strongly affected by gender and age, in intersection with other social markers such as socioeconomic status, sexual orientation, ethnicity, race, or caste. • Empowered decision-making involves negotiating, influencing and bargaining 46 3 -11 -2020 Insert partner logo here

Leadership • Formal leadership: women’s political participation or representation in leadership and management positions • Informal leadership: the ability to inspire and guide others in order to bring about change. • Leadership can manifest itself individually and collectively: power over, power within, power to and in case of collective action also power with. • Leadership is an expression of choice and voice, requires empowerment and larger control by women and girls over their lives. 47 3 -11 -2020 Insert partner logo here

Exercise 1. 5. 3 Questions Are these statements familiar in your community? Share some of your stories of beating and other abusive treatment. Is violence on the increase? 1. Do you think the reasons men give for beating their wives are acceptable? 2. Do you think reasons for beating men are acceptable? 3. What are the consequences for women who choose to leave their abusive husbands? 4. What are the consequences for their children? 5. What are some effective and life-giving solutions for women who are frequently abused by their husbands or male companions? 6. What are consequences for men when they get abused? 48 3 -11 -2020 Insert partner logo here

Definition of gender-based violence Any crime committed against persons, whether male or female (including gender and sexual minorities), because of their sex and/or socially constructed gender roles. It is not always manifested as a form of sexual violence, and may include non-sexual attacks on women, girls, men and boys because of their gender. 2014 Policy paper form Office of the Prosecutor of International Criminal Court) The Convention of the Elimination of Violence Against Women (CEDAW), refers to “all acts of gender‐based violence that result in, or are likely to result in, physical, sexual, psychological or economic harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. ” Article 1 DEVAW, Article 3 Istanbul Convention 49 3 -11 -2020 Insert partner logo here

Exercise 1. 5. 4 Questions • • How does this story make you feel? • • Are there any cases in the newspaper cuttings that you want to talk about? 50 What does the response of the deputy principal in the case we have just read make you feel, and what does it tell you about people's views about rape? Do you know of any experiences of women who have suffered rape that you want to talk about? 3 -11 -2020 Insert partner logo here

6. Engaging boys and men as part of the solution • • • Boys and men have gendered vulnerabilities (like women). • Identify current coping mechanisms, strengthen positive ones, and reshape negative ones (those reliant on violence, alcohol or isolation). • • 51 Create a safe space for boys and men and listen to their stories. Use a group therapeutic approach that critically questions and challenges harmful concepts of masculinity, using culturally appropriate framing. Approach men as diverse and complex actors – not only recognising them as perpetrators, but also as survivors and witnesses of violence, as agents of change, partners, fathers and clients. Acknowledge that man are not born violent, learned violent behaviour can be unlearned. 3 -11 -2020 Insert partner logo here

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