Students perform a role-play where a job role is to offered to either a male candidate or a female candidate and a decision needs to be taken. Encourage learners to think about the decision making process and how this can be implemented taking gender issues into consideration.
Encourage learners to reflect individually on situations in their lives where they had to take decisions which had gender implications and
encourage them to consider any memorable dilemmas they had and whether they made well-judged and gender balanced, or misjudged and
gender imbalanced decisions. Share and discuss.
Ask students to write an I-report in which they describe a range of rights, roles and responsibilities in daily life from a gender perspective and how they accept personal responsibility and accountability towards achievement of better gender equality and how they act transparently by reporting to others in appropriate ways. Ask them to give as many examples as possible.
Then ask each group of pairs to discuss one report and add their reflections.
Finally ask all learners to reflect on their reports: describe what you can change in order to become (even) more responsible and accountable in promoting better gender equality.
Students are given various case studies from different countries representing data, assumptions and opinions relating to gender issues. Students analyse and identify examples of each.
Students use the Investigation – Vision – Action – Change Approach (IVAC) to propose and implement changes in a specific situation in order to improve gender equality.
Reflection on gender using pictures:
Technique used: group discussion about pictures
Materials required: Pictures collected from magazines, newspapers or taken from the street by smartphone that represent different types of situations – family life, working life, sports, arts where evidences of gender differences could be identified.
Group discussion to analyse pictures exploring examples of gender imbalance/bias and think about the possibility of introducing changes to address this.
Pictures are given which represent situations with men and women, and others with only women or only men. The group will be asked
to develop a set of enquiring questions that the pictures might evoke
to develop responses to the questions, paying attention to gender differences, both in the questions posed and in the answers.
Students research female engagement in environmental/sustainability NGOs (role and power relations)
Ask students to explore the gender dimension of each role identified.
Ask students to reflect on pictures with a particular focus on gender e.g. what do they show regarding gender roles, power, relationships. How do they know?
Ask students to take note of examples of stereotyping experienced – differences in attitudes, behaviours, opinions, values towards men & women in the course of a day.
Small groups reflect on findings and differences and similarities revealed.
Group activity: Role-play. Set up a gender discrimination scenario in a working context, e.g. school staff, editorial staff, medical analysis lab…
Students adopt different roles and discuss how they can contribute to the solution of the gender discrimination problem.