Gender & Development Fall 2010

The Heller School for Social Policy and Management, Brandeis University Sustainable International Development Graduate Program

HS283f –Gender and Development – Module 2 Spring 2017 Tuesdays 9:00 – 11:50 p.m. Room TBD Prof. Cristina Espinosa Office: Heller 159 [email protected]

This module introduces students to the field of gender and development, examining the politics and policies of international development from a gender-sensitive perspective. The notions of "development" and “gender” will be framed within their historical and political contexts, and examine how development differently affects women and men according to their class, ethnicity, geography, age and seniority. We will also explore the ways in which gender asymmetries have been addressed within development, the different approaches to mainstreaming gender and their impact on development policies and organizations.

This module will heavily rely on students’ participation. Students are expected to come prepared to class, having read the assigned readings and identified key ideas, facts and concepts as well as what is not clear in the readings, what issues and questions these readings suggest to them and being ready to share these questions with the class.

Learning objectives:

By the end of this module, students will be able to:

 Understand the importance of gender in development  Discuss the meanings of development, their goals and how they relate to gender issues;  Understand the theoretical debate about gender and women issues and the practical implications of different gender approaches on development;  Identify facts and trends related to the differential impact of development on gender, especially for the case of developing countries;  Have a critical understanding of the process of mainstreaming gender within development  Express their own ideas orally and in written and use facts, concepts and theories to debate important issues related to gender and development.  Feel more confident about understanding readings, relating them to personal concerns about development, and sharing this during class discussion.

Measurable Learning Outcomes:

 Understand how development policies programs and discourses emerged after WWII and how they redefined the relations between “developed” and “developing” countries  Understand the different meanings for development, especially sustainable development and understand the challenges  Understand how the field of gender evolved from Women in Development to GAD and what are the differences between efficiency/empowerment approaches, between gender and feminist approaches  Be aware of feminist and poststructuralist critiques of gender and development  Contrast the macro/micro and North/South perspectives to gender and development  Understand main contemporary trends brought by globalization, such as the femenization of poverty, the femenization of labor, the myth of the breadwinner, changes in migratory patterns, urbanization and informalization of developing countries, women trafficking, etc.  Be aware of the Millenium Goals and the role of global meetings like Beijing, Vienna, Cairo to advance the agenda on gender equity and fighting poverty  Be aware of the complexities and challenges to integrate gender equity within development Course Requirements

Full and timely attendance is required for students enrolled in this class. Prior to each session, students are expected to come prepared to class, having read the assigned readings and identified key ideas, facts and concepts as well as what is not clear in the readings, what issues and questions these readings suggest to them and being ready to share these questions with the class.

Students are required to timely submit the folloing assignments: A) All students have to submit two reading comprehension assignments based on the questions provided for the required readings each week, as presented in this syllabus. Students must select two out of the six sessions to write these assignments, and should choose two out of the several questions provided for each session, making sure NOT to select two questions for the same readings. A print out copy of this assignment is to be delivered in class BEFORE each chosen session. Please note that these assignments are about reading comprehension, to make sure the main concepts presented in the required readings are well grasped and presented in the student’s own wording. These assignments should be no longer than 2 pages (preferable single spaced and printed in both sides, avoiding any waste of paper, like cover page). Other opportunities for opinion and analysis are provided for students during class discussion and in the other assignments, BUT this assignment is not for this- it is about making sure you present the key issues and concepts from each selected author, according to each author. B) Students are encouraged to bring to each session a question they want the class discussion to focus (it can be about clarifying a topic or concept, some confusion in the reading or some issue the reading raises for her/him). The idea is to give students opportunities to stir the class discussion in the direction they feel is important, in order to make the class relevant to their particular needs and interests. While not graded, bringing a question for class discussion will enhance the grade assigned to student’s participation. C) The nature of additional assignments, such as student group presentation, final individual or group paper or exam will vary according to the size of the class and be announced in class once the number of students enrolled in the class is confirmed.

The final grade will be calculated based on individual participation in class discussion (25%), two weekly assignments (35%) individual/group presentations and/or final paper or final exam (40%). Specifics will be announced once the number of students enrolled is confirmed.

Students should know this course provides a safe space for all of us to express our opinions and express disagreements, to contrast different ideas in a safe environment of respect and tolerance. We are all expected to maintain cordial and collegial interactions in class. Originality, seriousness and honesty are required during class discussion and when preparing assignments.

Academic honesty

Students are expected to be honest in all of their academic work. The university policy on academic honesty is distributed annually as section 5 of the Rights and Responsibilities handbook. Instances of alleged dishonesty are subject to possible judicial action. Potential actions include failure of the course and suspension from the University. Academic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use the words or ideas of another person –be it a world-class philosopher or your roommate –without proper acknowledge; you must use footnotes and quotations marks to indicate the source of phrases, sentences, paragraphs or ideas found in published volumes, internet or expressed by another student. Consult the instructor if you need clarification on this topic.

All required Readings will be available at LATTE. This course will start March 14, 21 and 28; April 4 and 25 and May 2 and 9 (final assignment due). Sessions and readings

Session #1 Introducing the course. This session will provide an opportunity to get to know each other, our background and expectations for this class. This session will explore and clarify the meanings of Gender, gender roles, ideologies and hierarchies and how they relate to the goal of sustainable development. Required Readings (posted in LATTE and in MyHeller):  Monsen J. 2010. “Introduction. Gender is a Development Issue.” In Gender and Development. New York: Routledge (second edition)  Espinosa, 2012. Gender 101 Guiding Questions for the required readings 1. What is the definition of gender as presented in Monsen (2010) and how it is different from sex? Please provide your own examples following the analysis presented by her. 2. What are gender relations and what are key characteristics of gender roles as presented in Monsen (2010)? Please provide your own examples following her analysis and examples 3. Why are the main reasons gender is a development issue, as presented in Monsen (2010)? 4. How does Monsen (2010) defines gender equality and how is this important for development? 5. What are some of the positive and negative changes development (understood as economic growth, modernization and expansion of democratic rule and expansion of human rights) has had in terms of gender roles and relation, and more specifically in terms of women’s roles, status, material well-being, rights, entitlements and agency? Weekly Assignment: Please read the required reading and bring printed to class clear and succinct responses to two of the guiding questions presented above for the required readings (no more than 2 pages max); also watch one of the videos.  India’s Third Gender: The Hidraj https://www.youtube.com/watch?v=mgw7M-JABMg  Indonesia Transsexual Muslin – Warias https://www.youtube.com/watch?v=SJTzMHDaOlg  Mexico:s Third Gender: the Muxes of Oaxaca https://www.youtube.com/watch? v=1Bhp7i7WNcM  Gender role reversal in Hibitoe tribe of Papua New Guinea no longer available (http://www.youtube.com/watch?v=EkcxSL8klgs&feature=related) .  Making Men and Women Equal-A Long Journey.wmv (http://www.youtube.com/watch? v=JxLoEK9EhxM)

Session #2 Understanding the concept of gender and the different approaches to mainstream gender into development – discussing the role of men in development and to achieve gender equity. In this session we will review how gender was understood and addressed by different apprroaches developed to mainstream gender into development organizations, policies and interventions and how these different approaches have dealt with the role of men in this process. Required Reading:  Cornwall, Andrea. 2007.”Revisiting the ‘Gender Agenda’”. IDS Bulletin Vol 38 Issue 2:69-78. March 2007. Institute of Development Studies  Chant Sylvia and Mathew Gutman. 2007. Mainstreaming Men into Gender and Development. Oxford, UK: Oxfam House. Chapter 2 is required & Chapter 3 is optional Guiding Questions for the required readings: 1. What main problem did the WID approach target (in terms of development deficits) in the early 1970s as presented by Chant and Gutman (2007)? 2. What was the focus of WID in terms of “analytical and operational category”? What conceptual, implementation and political problems associated with this focus are presented by Chant and Gutman (2004)? 3. What three main WID approaches are presented by Chant and Gutman (2004)? 4. What is the basic theoretical premise of GAD and what are the multiple factors affecting gender as presented by Chant and Gutman (2004)? What major differences are presented in this reading between WID and GAD and how that provides different ways of understanding the role of men in development and the different notions of “gender mainstreaming”? 5. What are some of the risks of adopting GAD for gender mainstreaming (instead of WID) and to include men in the “gender mainstreaming”, as presented by Chant and Gutman (2004)? 6. According to Cornwall (2007) what happened to the use of gender as a categorry of analysis and one for social transformation when adopted by the field of development? 7. Why a return to women’s rights is not a solution for Cornwall (2007)? 8. What is proposed by Cornwal (2007) for “repositioning the gender agenda”? Weekly Assignment: Please read the required reading and bring printed to class clear and succinct responses to two of the guiding questions presented above for the required readings (no more than 2 pages max); also watch one of the videos. Videos:  Breaking Walls: Challenging gender roles in rural Pakistan https://vimeo.com/11636473  “Since I am a Girl. The story of female infanticide.” http://www.youtube.com/watch? v=nrsNcnAtvKE&feature=related  Examining the changing roles of men and women in rice production in response to climate change (http://www.youtube.com/watch?v=2TlNIJowBdk

Session # 3: Gender Mainstreaming in Development: 20 years after Beijing This session will first discuss Gender Mainstreaming in terms of goals and methods, especially after the Beijing meeting and present a critical review of the process, the lessons learned and the remaining challenges. This session will rely on the work of critical feminist scholars and activists, especially around the UNRISD Think sseries Let’s Talk About Women’s Rights: 20 years after the Beijing Platform for Action (http://www.unrisd.org/unrisd/website/projects.nsf/(httpProjects)/F82B66C689C32765C1257DF0004A6E2B? OpenDocument&category=Guide+to+the+Think+Piece+Series) that reviews Gender Mainstreaming in regard to advances made in regard to Women and Human Rights, Challenging Social Norms and Practices, The relation with national states and with social movements Required Readings (most are short think pieces):  UN. 1995. The Fourth World Conference on Women. Beijing Declaration and Platform for Action. Beijing, September 15 of 1995.  Kaufmann Andrea and Valeria Esquivel. 2015. “Two Steps Forward, One Step Back? Taking Stock of Progress on Gender Equality since the Beijing Platform for Action.” UNRISD Let’s Talk About Women’s Rights: 20 years after the Beijing Platform for Action. Overview Think Piece. UNRISD: Geneva.  Vargas Gladys (CEDAW Committee). 2015. “The CEDAW Committee 20 Years after Beijing: Progress in the Defense of Women’s Rights and Pending Challenges.” Let’s Talk About Women’s Rights: 20 years after the Beijing Platform for Action. UNRISD: Geneva  Connell Raewyn and Rebecca Pearse. 2015. “Gender Norms: Are they the Enemy of Women’s Rights?” Let’s Talk About Women’s Rights: 20 years after the Beijing Platform for Action. UNRISD: Geneva  Chant Sylvia. 2015. The ‘Feminization of Poverty’: A Reflection 20 Years After Beijing.” Let’s Talk About Women’s Rights: 20 years after the Beijing Platform for Action. UNRISD: Geneva  Kalyani Menon-Sen (Women Against Sexual Violence and State Repression). 2015. “Twenty Years after Beijing: Time to Re-evaluate Policy Engagements with the State?”  CHOOSE ONE OF THE FOLLOWING from Let’s Talk About Women’s Rights: 20 years after the Beijing Platform for Action. UNRISD: Geneva o Larasi, Marai. 2015. “Ending Violence Against Women: Achievements and Challenges 20 Years after Beijing.” o Alpízar Durán, Lydia (Association for Women’s Rights in Development /AWID). 2015. 20 Years of Shamefully Scarce Funding for Feminists and Women’s Rights Movements o Pankhurst, Donna. 2015. “Why Does the Security Council Have Few Teeth? A Reflection on Women and Armed Conflict 20 Years after Beijing 1995.” OR Pillay Anu/ Senior Gender Advisor to the humanitarian system and visiting professor at UPEACE. 2015. “Gender Praxis in Emergencies: 20 Years after Beijing.” o Turshen, Meredeth. 2015. “Women, War and Peace in Africa: A Reflection on the Past 20 Years” Guiding Questions for the required readings: 1. What is the relevance of the Beijing Platform of Action and what main challenges remain according to Kaufmann and Esquivel (2015)? 2. According to Kaufmann and Esquivel (2015), what main achievements can be identified and what main challenges related to these achievements are listed when reviewing progress after Beijing? 3. According to Vargas (2015) 4. What are the main points made by Cornell and Pearse 2015 in regard to Gender norms and the process of changing them? 5. What is the main critique made by Chant 2015 to the way the links between gender and poverty have been established? What different approach is proposed by her to understand and address poverty and gender equity? 6. What important point is presented in Kalyani 2015 in regard to the relationship between feminists’ engagement with the state? 7. What major achievement and limitations for advancing women rights, ending violence against women and protecting women in contexts of war and armed conflicts are presenting by Larasi, Alpizar or Pankhurst?

Recommended readings:  Office of the Senior Adviser on Gender Issues - OSAGI. 2002. Gender Mainstreaming, A Review. UN – ECOSOC. New York.  Von Braunmuhl, Claudia. 2002. “Mainstreaming Gender: A Critical Revision.” Braig, Marianne and Sonja Wolte (Eds.). 2002. Common Ground or Mutual Exclusion? Women’s Movements in International Relations. London-New York: Zed Books  Malyneoux Maxine. 2007. “The chimera of success: gender ennui and the changed international policy enviornment.” IN Cornwal, A., Harris E. and A. Whitehead (Eds.) Feminisms in Development. Contradictions, Contestations and Challenges. Zed Books.  Guiding Questions: o What are the main limits faced by gender mainstreaming within development organizations as addressed by Braunmuhl (2007) and what is missing in the gender mainstreaming within development institutions? o mmmm

VIDEOS:  Claiming their Rights - How Women's Movements Mobilize for Policy Change (Valeria Esquivel, UNRISD Research Coordinator; Nitya Rao, UNRISD External Project Coordinator; Professor, Gender and Development, University of East Anglia; Ismat Jahan, CEDAW Committee member; Ambassador of Bangladesh to the European Union, Belgium and Luxembourg; Claire Hobden, Technical Officer for Working Conditions of Domestic Work, ILO)– Seminar at UNRISD- Octo 2015.http://www.unrisd.org/unrisd/website/events.nsf/ (httpEvents)/4A64DA0C7B488210C1257ED50055519F?OpenDocument  Partnerships, Power and the SDGs by Moira Faul. Seminar at UNRISD Febrruary of 2016. http://www.unrisd.org/unrisd/website/events.nsf/(httpEvents)/E412268B1B001F52C1257F540053C9D0? OpenDocument  Global Goals as National Goals: Lost in Translation? By Charles Gore. Seminar at UNRISD, March 18 of 2015 (about the failures of the MDGs). http://www.unrisd.org/unrisd/website/events.nsf/ (httpEvents)/E0D01EF63543907DC1257E030048715E?OpenDocument

Session # 4: Gender, households & Poverty In order to contextualize the relation between gender and poverty, these sessions will explore the links between gender hierarchies and roles, and the process of family and social reproduction as well as the role of households; these sessions will review data and analyze the fact that men and women experience poverty differently, and that poor women suffer double subordination while not all women are poor. Keeping in mind the intersection of gender, class, ethnicity or race, we will discuss the overlaps and mutuality between poverty and gender subordination, and why it is important to keep conceptual clarity about gender subordination and poverty, their roots and differences. This session will present some critical reviews of some approaches to gender and poverty that fail to separate these categories (called the “poverty trap” within gender mainstreaming). Required Readings:  Momsen, J. 2010. “Reproduction.” In Momen J. 2010. Gender and Development. New York: Routledge. (Chapter 3)  Cecile Jackson. 1996. “Rescuing Gender from the Poverty Trap.” World Development Vol 24, Issue 23. March 1996: 486-504  Buvinic, Mayra. 1997. “Women in Poverty: A New Global Underclass.” Foreign Policy No. 108:38-53 Guiding Questions for required readings: 1. What is referred to as biological and social reproduction by Monsen 2010, how they relate to gender roles and how this affect the different access and performance of girls and boys in regard to education? Provide examples based on your experience. 2. How does Buvinic defines the “feminization of poverty” as a global trend and what are the implications of this trend for development? 3. What is the empirical reference used by Buvinic to argue for the thesis of the “femenization of poverty? 4. What does Jackson (1996) refers as the “poverty trap” approach within gender mainstreaming in development and why is it problematic to advance the agenda of gender equality? 5. Why using sex of the household head is not a sound indicator when it comes to explore the links between gender and poverty, according to Jackson (1996)? Recommended Readings:  Gonzales de la Rocha, Mercedes. “From the Resources of Poverty to the Poverty of Resources.” Latin American Perspectives Vol 28 N.1 o How does De la Rocha (1998) defines households and what is the role of gendered roles for the Survival Strategy Approach she presents?  Marcoux, Alain. 1998. “The Feminization of Poverty: Claims, Facts and Data Needs.” Population and Development Review Vol 24 No.1 o What is the main critique of Marcoux to Buvinic thesis that the increase of female-headed households observed world-wide automatically translates into the “70% of women being in poverty”? Weekly Assignment: Please read the required readings and bring printed to class clear and succinct responses to two of the guiding questions presented above for the required reading (no more than 2 pages max); also watch one of the videos. VIDEOS:  Who cares? Unpaid women labor, poverty and women & girls human rights–IDS https://www.youtube.com/watch?v=VVW858gQHoE  CARE - why we focus on women http://www.youtube.com/watch?v=eVVnr8xevRw  Why Women Matter http://www.youtube.com/watch?v=1S0eHdHDo6U&feature=related  Economics rights of women are human rights. http://www.youtube.com/watch?v=UyD7b4NfMkI

Session #5: Gender, Citizenship and Democracy This session will explore the links between gender hierarchies, social exclusion and the way citizenship is defined or enforced by national and local governments. Since development is about fair participation, the full recognition of both men and women to exercise their human and civil rights is an important dimension for understanding the links between gender, democracy and development. Required readings:  Molineaux and Shahra Razavi . 2003. “Gender Justice, Development and Rights. INRISD Democracy, Governance and Human Rights.” Programme Paper Number 10 January 2003. Geneva: United Nations Research Institute for Social Development  Maytrayee Mukhopadhyay. 2007. Situating Gender and Citizenship in Development Debates. Towards a Strategy.” IN: Maytrayee Mukhopadhyay and Navsharan Singh (Eds.) 2007. Gender Justice, Citizenship and Development. Ottawa: Zuban Prints/IDRC Recommended reading:  Anderson J and B. Siim. 2004. Introduction: The Politics of Inclusion and Empowerment: Gender, Class and Citizenship.” In Anderson J. and B. Siims (Eds.) The Politics of Inclusion and Empowerment: Gender, Class and Citisnship. Palgrave: Gondonville, VA-USA. Guiding Questions 1. According to Molineaux and Razavi (2000), what defines the ambivalence of the 1990s in regard to gender equality, democracy and economic policies? What factors explain the gap between global principles and outcomes? 2. According to Molineaux and Razavi (2000) what are the links between universalism or universal rights and multiculturalism and ethnic or minority rights and how they affect the realization of women rights? 3. According to Mukhopadhyay (2007), what made the development of citizenship in the global South different from what happened in Europe in the 18th and 19th Century and how this has limited national states to protect human rights, despite the emergence of citizenship in development discourses since the 1990s? 4. According to Mukhopadhyay (2007), what is gender justice and it relates to citizenship? What feminist critiques of the liberal view of citizenship are presented in this reading and how this relates to the lack of individualization of the citizen-subject in post-colonial societies? 5. According to Mukhopadhyay (2007), why is important to examine how institutions work and reproduce gender inequalities and why is important to keep a focus on agency when discussing citizenship?

Weekly Assignment:Please read the required reading and bring printed to class clear and succinct responses to two of the guiding questions presented above for the required reading (no more than 2 pages max); also read one of the case studies for discussion. Recommended readings: (posted in LATTE):  Suad Joseph. 1996. “Gender and Citizenship in Middle Eastern States” Middle East Report, No. 198, Gender and Citizenship in the Middle East (Jan. - Mar., 1996), pp. 4-10 Published by: Middle East Research and Information Project  Kanchan Sinha. 2003. Citizenship Degraded: Indian Women in a Modern State and a Pre-Modern Society. Gender and Development, Vol. 11, No. 3:19-26 Videos:  Reinventing Social Contracts by Gita Sen with Marina Durano for DAWN. Seminar at UNRISD, Februrary of 2015 (1hours and 6 minutes) http://www.unrisd.org/unrisd/website/events.nsf/ (httpEvents)/61B5384A1DD5C37AC1257DD900462897?OpenDocument  Constructing citizenship: race, gender and recognition https://vimeo.com/20343091 (42 minutes)  In pursuit of equity: women, men and economic citizenship in the 20th century https://vimeo.com/19128498  Women enabling local democracy (Bosnia) http://www.youtube.com/watch?v=S_MMMuWuyyc  India: Quota Helps Women Enter Men's World of Politics http://www.youtube.com/watch? v=Faqr_IJibOM  Mona Eltahawy - Egypt, the Arab World and the War On Women (All About Women 2014) https://www.youtube.com/watch?v=U61w2Ou3yFk  Why Arab women still “have no voice”? https://www.youtube.com/watch?v=GxjKdJ3JNSU

Session # 6: Wrapping up – clarification of concepts – final discussion

Session # 7: LATTE FORUM for Student Group Presentations