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UNICEF Ireland wants to support you to start a global movement for change beginning in our own communities. Stay connected online with other activists like you. 

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Irish Aid for supporting youth activism within UNICEF Ireland. 

 LEARN ABOUT 

 GOAL 5 GENDER EQUALITY  

GENDER EQUALITY In this lesson students will discuss and learn about the current issues and facts surrounding gender on a local and global scale. Through UNICEF Ireland’s outreach, young people have expressed the most interest and concern surrounding gender issues.

YOU WILL NEED

 
Prior Learning
Knowledge and understanding of:
  • The Convention on the Rights of the Child
  • The Sustainable Development Goals

 

Vocabulary

Feminism- the advocacy of women's rights on the ground of the equality of the sexes.

Intersectionality- different forms of oppression overlap and cause different types of disadvantage.

Sexism- prejudice, stereotyping, or discrimination, typically against women, on the basis of sex.

Misogyny- dislike of, contempt for, or ingrained prejudice against women.

Gender Roles- the role or behaviour learned by a person as appropriate to their gender, determined by the prevailing cultural norms.

BACKGROUND RESOURCES 

LEARNING OBJECTIVES

1. Explore gender stereotyping, sexism and the impact of these experiences have on their lives.

2. Learn about issues relating to gender and how that impacts on discrimination and inequality globally.

3. Support the development of respectful relationships between genders

CURRICULUM CONNECTIONS

Please Note: The topics covered in this workshop need to be handled sensitively and with consideration of participants’ backgrounds and personal experiences. Inform participants of the topic you will be discussing a few days beforehand to allow them time to discuss any of their concerns with you and to provide alternatives for students who wish to be excused from the discussion. Devise a set of ground rules with your group, to ensure safe and respectful discussions.

 
 
 

CONTEXT

Gender equality is still a prominent issue in today's society even in developed countries. However in developed countries especially in northern Africa women hold less than one on five paid jobs in non-agricultural sectors. In sub Saharan Africa, Oceania and western Asia, girls still face barriers to entering levels of education such as primary and secondary. It is slowly getting better as almost two thirds of developing countries have achieved gender parity.

Targets

  • Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation

  • End all forms of discrimination against all women and girls everywhere.

  • Eliminate all harmful practices such as child, early and forced marriage and female genital mutilation.

  • Ensure universal access to sexual and reproductive rights as agreed in accordance with the program of action of the International Conference on population.

DISCUSSION

Discussion Points: 

  • How do you define Feminism? …a movement establishing equal political, social and cultural rights for women.

  • Are you a feminist Why? Why Not? Many people do not like to define themselves as feminists. They prefer to consider themselves as egalitarian or humanist. Feminists would argue that the terminology highlights the fact that females are generally the group that suffers from inequality. However words and labels should not get in the way of advocating for the rights of those who suffer from inequality.

  • What is the role of men in gender equality?  The battle for gender equality has mainly been fought by women, however in the last decade men have begun to realise the crucial role they play in building gender equality, especially around issues like violence against women.

ACTIVITY

Does Gender Still Matter?

 

This activity has 63 discussion cards divided under to 8 headings. 


Note to Teachers and Group Leaders:The “Does Gender Matter?” discussion cards cover a wide variety of gender related issues, some of which are controversial like pornography or quite distressing like FGM. It is recommended that you choose the cards you feel appropriate for your class, their age group and your level of comfort in discussing the issue. It is always good practice to alert the students ahead of time, to the topics you will be covering, so as to give them the ability to opt out of the discussion. Discuss boundaries and create ground rules ahead of the workshop to ensure a safe and positive atmosphere. Be aware that issues like rape, FGM, sexual abuse and violence against women might touch on issues your participants have experienced. Also be sensitive to students who might be dealing with gender identity or sexuality issues. These cards are not intended to address these issues but depending on what you are comfortable with or what you feel is appropriate for the class or individuals, you can perhaps extend the discussion around these issues.

 

These websites can provide further support, have them on view so that any participant can take note of the website anonymously: rapecrisishelp.ie , cari.ie, reachout.com , womensaid.ie spunout.ie, belongto.org

 

There are three ways in which to facilitate the group work depending on your group size and ability, please choose the method you feel best suits the group.

 

  1. Divide the group into pairs and ask each pair to pick a gender card and discuss for 10 minutes and then feedback outcomes to the larger group. (Allow students to choose their partners so they are comfortable to discuss topic)•

  2. Divide the group in to smaller groups of 4 people, assign a subject heading to each group, from which they can choose the image they want to discuss. After 15-20 minutes ask the groups to feedback outcomes to the larger group.

  3. Have a class discussion based on one card or subject heading. After the discussions ask the group if there are any areas they feel need further discussion time. Take note yourself, if the subject might need further exploration. Finish by asking the participants to vote on “Does Gender Matter in 21st century?”

Below are 8 categories of cards - Some are only suitable for older age groups.

 

VIDEOS FOR DISCUSSION with CARDS

Gender and Oppression

Gender and Oppression

Having spent the past three years working intimately with male athletes, Alexis Jones is redefining “manhood” one locker room at a time.

Gender & Media

The dark secret behind sexist advertisements.

Gender & Development 

Gender & Development 

Our Century's Greatest Injustice investigates the oppression of women globally. 

Gender and Violence

 A Call to Men asks men and boys to break free from the “Man Box”

Gender & Sexualisation

Questioning societies need to commodify and sexualise girls and women.

Gender and Oppression

Watch Half the Sky Documentary - Turning Oppression into Opportunity for Women 

Gender & Sexism

Violence Against Women—It's a Men's Issue shows the importance of men to act.

Gender and Stereotypes

Watch 

The stereotypes and how movies teach manhood.

Gender & Representation

Prevalence and portrayal of female characters in film

 

Sexism and gaming, 

WALKING DEBATE

Can men be Feminists? or Is Gender Equality an issue for men?

I am a Feminist/ I am not a Feminist.

MUSIC INDUSTRY

Compare and contrast these two "feminist" pop songs.  

Other Resources and Links:
  • New Internationalist article by Hazel Healy, Is there a Feminist Spring? takes stock of the challenges ahead.
  • BBC Programme Blurred Lines The New Battle of the Sexes BBC Documentary 2014
  • Videobolg by Laci Green WHY I'M  A...FEMINIST *gasp - she lists of 60 reasons why she thinks feminism is still important and relevant in 2013.

TAKE ACTION

The Gender Action Plan (GAP) specifies how UNICEF will promote gender equality across all of the organization’s work at the global, regional and country levels, in alignment with the UNICEF Strategic Plan.

The GAP elaborates the gender dimensions of the programmatic results across the outcome areas of the Strategic Plan along with the relevant indicators for measuring success.  

It also specifies the steps UNICEF is undertaking with regard to institutional effectiveness in implementing the programmatic work on gender, through commitment of resources and strengthening of staffing, capacity and systems.

Gender Action Plan (GAP):  2018 - 2021

 

WHOLE SCHOOL GENDER WEEK

ART
Create "We Can Do it Posters" or Why we need Feminism?
BIOLOGY
Research Nettie Stevens' contribution to science
BUSINESS
Research the percentage of female business leaders in your community.
CHEMISTRY
Research the work of Marie Curie the first woman to win a Nobel Prize and the only woman to win this award in two categories: Physics and Chemistry. She discovered polonium and radium and her work helped with the creation of X-rays.
CSPE
Have a debate of Gender Quotas
ENGLISH
Write an essay based on one of the gender cards on this site.
GEOGRAPHY
Learn about the contributions of female explorers.
History
Watch the movie "Suffragette"
HOME ECONOMICS
Discuss why men tend to be chefs and women tend to be cooks.
IRISH
Learn about women in Irish/Celtic mythology
MATHS
Are boys better than girls at maths? Discuss this gender stereotype and how it might impact in the classroom.
RELIGION
Discuss the impact of religion on gender inequality.
SCIENCE
Students research and discuss different female scientist and how they have contributed to their field.
SPHE
Discussion: Do girls "act dumb" for boys? Survey the school or classroom first.
Show More

This workshop  was written and designed by:

Kristen O'Connell has a Bachelor’s degree from Miami University and will be concluding her Masters Degree from Trinity College Dublin in International Peace Studies in November 2018. Originally from New Jersey in the United States, Kristen has a background in business and has a keen knowledge in UN and Economic policy.

Caitlin Banke is originally from the San Francisco Bay Area. She has a Bachelor’s degree in International Business from Menlo College and will be concluding her Masters Degree from Trinity College Dublin in International Peace Studies in November 2018. Caitlin has focused her studies and work around women and children's issues.