2. Gender and Development Training Sensitization Workshop Handicap International

3. Workshop Outline 1. Introduction 2. The GAD Approach & Disability 3. The GAD Tools for Analysis 4. Case Study 5. Conclusion

4. 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.

5. 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

6. 1- GAD and Disability

7. What is gender? … And how is it different from sex?

8. Sex Biologically determined Universal A temporal Gender Socially-constructed Learned Dynamic and modifiable Culturally conditioned Is multi-faceted

9. 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. DIFFERENCESINEQUALITIES WOMANMANWOMANMAN SmallRobustWeakStrong Sharp voice Deep voiceSubmissive voiceAuthoritative voice Limited physical strengthGreat physical strength Fragile, not able to overcome challenges Strong, capable achieving great endeavors

10. If Gender is socially constructed. How does it happen???

11. © Richard Chapman

12. 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 shared 7. Gender is a cross disciplinary category: interaction with other factors (age, disability, ethnicity, religion, social background…)

13. 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.

14. The influence of gender on The Disability Creation Process : Catherine Dixon

15. SOCIAL PARTICIPATION According 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)

16. Environmental factors Life habits Interaction Disability Creation Process (RIPPH, 1996) Social participation Disabling situation Personal factors Organic systems Integrity org. impairment Aptitudes capacity funct. impairmentFacilitator Obstacle Risk factors Cause

17. 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.

18. How Sexe and Gender influence 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:

19. 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)

20. 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

21. 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

22. Environmental factors Facilitator Obstacle In some cultural contexts the presence of female health workers facilitate the attendance of rehabilitation centers by women

23. Environmental factors Facilitator Obstacle Sexual harassment and gender based violence in school environment hamper disabled girls’ access to school

24. 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

25. Environmental factors Facilitator Obstacle Family can be a major facilitator

26. 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

27. 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..)

28. 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

29. Questions

30. The number of women with disabilties is estimated at 300 million worldwide © G.M. B. Akash

31. 20 million women become disabled each year after giving birth. Most of them live in developing countries © Francesco Cito

32. Over 100 million young girls and women in Africa have become disabled following genital mutilation © Pep Bonet

33. 1 % - That is the literacy rate of women and girls with disabilities worldwide. © Trygve Bolstad

34. 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

35. 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

36. 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

37. The GAD Approach: Historical Background Women in Development (WID) Gender and Development (GAD)

38. 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.

39. 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.

40. 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

41. Break 

42. 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.

43. 2- GAD Analysis

44. 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.

45. 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?

46. First Stage: date collection 1.The sexual division of labor 2.Access and control 3.Influencing factors

47. The sexual division of labor – Who does what? Three types of labour The triple burden of women

48. 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’

49. 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

50. 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

51. 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.

53. Tool: The Activities Profile Cadre de Harvard, tiré de CQFD (2004) 1. Activities ProfileWomen-GirlsMen-Boys A. Production-related activities Agriculture: 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: WWDMWD B. Reproduction-related activities Water related: activity no. 1 activity no. 2 etc Fuel-related: Food réparation: Childcare: Health-related: Cleaning and mending: Market-related: Other:

54. 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.

55. 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.

56. Tool: Access & Control Profile Harvard Framework, from CQFD (2004) 2. ACCESS & CONTROL PROFILE Access Women Men Control Women Men A. Resources Land Equipment Labor Cash Education, training, etc. Other WWDMWD B. Benefits Income earned outside the home Possession of property Basic needs (food, clothing, housing) Education Political power, prestige, etc. Other

57. 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.

58. 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

59. Tool: Influencing Factors Harvard Framework, from CQFD (2004) 3. INFLUENCING FACTORSImpact?Opportunities?Constraints? Political Economic Cultural Educational Environmental Legal International Other

60. What are the needs? 1. Living conditions and practical needs 2. Social status and strategic interests Second Stage - Analysis

61. 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.

62. 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.

63. Practical needs and strategic interests are complementary.

64. Third Stage: Action Who, What, How? Participation Transformation of gender relations Empowerment

65. 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

66. 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?

67. Empowerment © Clarice Awareness-raising Welfare Access Control Participation

68. 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

69. 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

70. 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

71. Overall Summary © Adapted by Patricia Thomas (2004 )

72. 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.

73. 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?

74. Conclusion Review of the workshop’s objectives. The different GAD tools. The need to appropriate the approach and adapt it to HI’s work.