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Tool 1: Gender Terminology, Concepts and Definitions TOOL 1 Gender terminology, concepts and def initions UNESCO Bangkok Office Asia and Pacific Regional Bureau for Education Mom Luang Pin Malakul Centenary Building 920 Sukhumvit Road, Prakanong, Klongtoei © Hadynyah/Getty Images Bangkok 10110, Thailand Email: [email protected] Website: https://bangkok.unesco.org Tel: +66-2-3910577 Fax: +66-2-3910866 Table of Contents Objectives .................................................................................................. 1 Key information: Setting the scene ............................................................. 1 Box 1: .......................................................................................................................2 Fundamental concepts: gender and sex ...................................................... 2 Box 2: .......................................................................................................................2 Self-study and/or group activity: Reflect on gender norms in your context........3 Self-study and/or group activity: Check understanding of definitions ................3 Gender and education ................................................................................. 4 Self-study and/or group activity: Gender and education definitions ...................4 Box 3: Gender parity index .....................................................................................7 Self-study and/or group activity: Reflect on girls’ and boys’ lives in your context .....................................................................................................................8 Self-study and/or group activity: Reflect on how others understand key terms and concepts ..........................................................................................................8 Further reading ........................................................................................... 9 Handout 1: Sustainable Development Goal 4 ............................................. 10 Handout 2: Glossary of fundamental concepts in gender and education .... 11 Handout 3: Matching key terms with definitions ....................................... 16 Handout 4: Answers for Handout 3 ........................................................... 17 Handout 5: Gender equality concepts of stakeholder groups ..................... 18 References ............................................................................................... 19 Tool 1: Gender terminology, concepts and definitions Objectives The objectives of this tool are to: • introduce specialized terms and concepts related to gender and education; • identify the main terms and concepts related to gender and education; • provide easy-to-understand definitions; • allow trainees to reflect on their own understanding of the terms and their usefulness in their country context. Key information Setting the scene Understanding key terms and concepts in gender a means of ensuring the right to education for and education is important for analysing policy and all. See Handout 1 for the full text of SDG 4, and practice, designing programmes and establishing its targets and references to gender. Goal 5 also common understanding and dialogue. focuses on girls’ and women’s empowerment and gender equality. The language of gender is specialized and can seem full of jargon to the non-specialist. As a result, The Incheon Declaration: Education 2030 is the terminology can sometimes be a barrier to mutual foundation document for SDG 4 and succeeds understanding and collective problem solving. This the Education for All Framework for Action.1 It tool offers a basic reference guide to key concepts contains many key concepts concerning gender and terms for anyone working in the education and education. Box 1 highlights several key terms sector and thinking about gender equality. in a paragraph from the Declaration. These are The terms are used throughout the GENIA Toolkit. examples of language with which we need to be familiar. Terminology may change as understanding of gender develops. In the last decade, for instance, Handout 2 contains an alphabetical glossary of there has been a shift towards understanding terms used in gender and education. You can use sexual orientation and gender identity as more this for reference throughout the training. You may fluid and flexible. Many countries now accept such find it useful to have a look at these definitions diversity as critical in the protection of human now. You may already know these key terms and rights. concepts, but it is always helpful to revise what we know and read additional information. In September 2015, the Member States of the United Nations adopted the Sustainable Development Agenda 2030 with its set of 17 Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. These goals succeed the Millennium Development Goals (MDGs). Sustainable Development Goal 4 focuses on inclusive quality education and lifelong learning. It promotes gender equality at every level of education as 1 UNESCO. 2015b. Incheon Declaration and Education for All 2030 Framework for Action. Accessed at http://unesdoc.unesco.org/ images/0024/002456/245656E.pdf. 1 Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Promoting Gender Equality in Education Fundamental concepts: Box 1 gender and sex “We recognize the importance of gender Perhaps the most important distinction to equality in achieving the right to education for understand is between gender and sex. These all. We are therefore committed to supporting two terms are often confused. One example is gender-sensitive policies, planning and when documents refer to ‘gender-disaggregated learning environments: mainstreaming gender statistics’, such as for enrolment rates, when it is issues in teacher training and curricula; and actually sex-disaggregated (male and female) eliminating gender-based discrimination and statistics that are being obtained and analysed. violence in schools.” The term sex is used to describe the biological Incheon Declaration. Education 2030. Article 8. differences between men and women. Gender “Gender equality in education (the ultimate is a social construct, determined by social norms, goal): is achieved when female and male culture, attitudes, values, tradition, beliefs and learners have equal access to learning practices. It refers to roles, responsibilities, opportunities, are treated and benefit from identities or other qualities attributed to people education equally, so that they can fulfil because they are men or women. While most their potential and become empowered to people are born male or female (their biological contribute to and benefit from social, cultural, sex), we are taught behaviours and norms that political and economic development equally. are thought to be typical of, or appropriate to, a Gender equality in any sphere of life, including particular gender. See Box 2 for an example. education, can be achieved only when all types of discrimination are eliminated and equal conditions, treatment and opportunities are provided to both girls and boys, women and men. Education institutions can play a significant role in the effort to achieve wider Box 2 gender equality by promoting new patterns of beliefs and attitudes, and by avoiding the reproduction or reinforcement of social An obvious example of the difference between inequalities. The education system must be sex and gender is that women give birth to sensitive to the physical, psychological and babies because of their sex/biology, while social differences between male and female men’s biology prevents them from giving birth. learners, but should value and respect both However, the fact that women are expected to equally and provide equal opportunities to all look after the children in many settings, is not learners. There is a tendency to equate gender determined by their sex/biology, but is based equality with gender parity and gender equity, on sociocultural expectations of their gender however a clear distinction needs to be made role. Men’s biology does not stop them looking among these terms.”2 after children, but entrenched perceptions of UNESCO. 2013. Gender Equality in Education. appropriate gender roles in their community Education Sector Technical Notes. p.2. may deter them from doing child care. 2 UNESCO. 2013. Gender Equality in Education. Education Sector Technical Notes. p.2. 2 Tool 1: Gender terminology, concepts and definitions Self-study and/or group activity Reflect on gender norms in your context Work on your own or as a group and think about the following questions. Write some notes, or you could present your answers in a table with three columns. • What types of norms and expected behaviours are typical for each gender in your context? • What are the negative effects of some of these norms and expectations? • How might these norms and expectations lead to inequality and to harm for women or men? Self-study and/or group activity Check understanding of definitions Look at Handout 3. If possible, print it and cut out each box. The boxes at the top of the page contain key words. The boxes at the bottom contain some definitions. Try to pair up each term with its definition. Please take time to read the definitions fully – don’t just guess! When you are ready, check your paired cards against the correct answers in Handout 4. Spend some time reading each term with its correct definition. Alternative activity If you are working in a group, you could use
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