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Peace Corps' Women in Development Newsletter

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Peace Corps' Women in Development Newsletter VOLUME NO. 36 VOLUME February 2003 February MEN AND BOYS Peace Corps’ Women in Development Newsletter Inside • Letter From the Editors .......... 2 • Questions and Answers ........... 2 • WID Reviews in ICE ............... 3 • Involving Men in Gender- Equitable Development ........... 4 • Case Study: Using Participatory Analysis for Community Action .................. 7 • Domestic Violence Through a Gender Lens .......... 8 BATTER UP: Boys in the Kyrgyz Republic practice teamwork through baseball. Peace Corps file photo from the Kyrgyz Republic • Setting Gender Precedence in Panama ................................. 9 • Women and Men in the Kyrgyz Republic Holds Boys Philippines Work on Gender Sensitivity ................... 10 Leadership Training Camp • Niger Holds Men’s By Ian Hoke and Geof Giacomini/PCVs Conference................................ 11 To fill the gap in gender education for which they learned new skills in a competi- • Addressing Reverse boys, Volunteers in the Kyrgyz Republic tive environment, putting their teamwork to Gender Gaps in Jamaica ......... 11 organized a Boys Leadership Training (BLT) the test. Volunteer-led sessions on gender camp. Based on the GLOW (Girls Leading issues focused on the realities of the Kyrgyz • Girls and Guys Leading Our World) camp model, Volunteers collabo- Republic and fostered creative thinking Our World in Namibia ............ 12 rated with organizations such as the Volun- about gender. Local organizations led ses- • Latvia Holds Self-Empowerment teers’ Initiative Center, the Rainbow Center, sions on sexual health, tolerance, education, Camp for Boys ......................... 12 the Foundation for Tolerance International, and the realities for young men in the exist- and the Rotary Club to provide quality ing Kyrgyz economy. • Tanzania National instruction in leadership and gender issues. Since both the BLT and the GLOW camps Writing Contest ....................... 13 The camp brought boys together for one shared one location, it was possible to bring week on Lake Issyk-Kul. Campers broke into girls and boys together and put into action • Engendering Development ...... 14 teams, each with a university-age counselor, the lessons learned during the week. Camp- • How to Celebrate International that were the basis for most exercises, sports, ers were divided into geographic groups to Women’s Day ........................... 17 and challenges throughout the week. Daily focus on plans for continued activism after team challenges included naming the team, the camps. Through this experience, leaders • Building Sustainability ............ 18 making a flag, writing a camp oath, and of both camps learned that gender educa- creating skits about gender issues. Boys also tion cannot be successful in a vacuum. • What’s Going On ..................... 20 participated in a baseball tournament, during • Peace Corps Volunteers Inspire Learning in Georgia ................ 24 Leadership Training Camp continues on page 3 THEPeace EXCHANGE Corps • Paul D.• Peace Coverdell Corps’ Peace Women Corps in HeadquartersDevelopment • Newsletter1111 20th Street, NW • Washington, Men, Boys,DC 20526 and GenderUSA • www.peacecorps.gov • February 2003 • 1 Letters From the Editors Q A Dear Readers, & We are very excited to bring you this issue of The Exchange, The Exchange is a publication of the Peace which focuses on men’s and Corps. Letters to the editor are the expressed boys’ roles in gender and de- views of the individual writers and do not velopment (GAD). There is necessarily represent the official position of growing recognition of the the Peace Corps. We reserve the right to edit need to include men and boys for style, clarity, and length. in activities that benefit women and girls as well as activities that address men’s The (Older) Woman and boy’s gender roles, both within the Peace Corps and in the development com- in Development munity at large. Their participation can By Judith Hunger/PCV play a valuable role in strengthening ac- how Volunteers in Benin are working to tivities by ensuring that the needs of all build local women’s capacity to run the What of mature or older women? While community members are met. As Volun- Take Our Daughters to Work Day pro- their impact on the future of society may be teers approach their communities and gram started by Peace Corps/Benin’s at the downward end of the spiral, their their projects from a gender perspective, GAD Committee. experience and issues are important to the they are recognizing the similar and dif- Thanks to all of you who submitted overall topic of women in development. fering needs of men, women, boys, and articles for this issue. We would like to As a Volunteer in Poland, I was privileged girls and responding to those needs as remind readers that The Exchange is to work with mature Polish women (ages 45 they work with communities to develop always seeking articles and photographs to around 60) who wanted to engage in sustainable activities. In response to the from Peace Corps Volunteers and staff English conversations to retain their fluency. increasing number of requests for addi- around the world. The Exchange strives However, they specifically indicated that we tional information and resources in this to achieve representation from all posts would meet as women: They wanted to area, we are pleased to highlight their and, space permitting, will include as discuss women’s issues, to know what it is efforts. many submissions as possible. Remem- like to be a woman at midlife in America. In this issue you will find articles from ber that articles and photographs can now We discussed women’s health issues, Volunteers about boys camps in Latvia be submitted electronically to: caring for older parents, and the position of and the Kyrgyz Republic, camps and [email protected] women in society. My perspective focused seminars for boys and girls in Namibia on midlife decisions about hormone replace- and Panama, gender sensitivity trainings We hope that you enjoy this long- ment therapy; breast and cervical cancer; the for an NGO in the Philippines, roundtable awaited issue, and we look forward to cost of postsecondary education; and con- discussions with NGOs on gender issues hearing from you in the future! gregate housing, senior care, and nursing in Jamaica, and much more. homes. The feature articles “Involving Men in Lyn Messner My new friends enlightened me about the Gender-Equitable Development,” “Case Women in Development/ problems of nationalized medicine, the Study: Using Participatory Analysis for Gender and Development “free” education provided to children who Community Action,” and “Domestic Vio- Coordinator can pass the entrance exams, children forced lence Through a Gender Lens” provide to return home after college because of low contextual information, resources, tech- Tammy Boger salaries and limited housing, the responsi- niques, and tips, along with examples of Women in Development/ bility of adult children to house and care for the roles of men and boys in GAD . This Gender and Development and aged parents, and a well-established child issue’s Building Sustainability column, Information and Communication care system that is available for all. “Empowering Girls’ Mentors,” describes Technologies Assistant The (Older) Woman continues on page 3 2 • Men, Boys, and Gender • February 2003 THE EXCHANGE • Peace Corps’ Women in Development Newsletter Information Collection and Exchange The (Older )Woman continued from page 2 WID Reviews in ICE Though highly educated, these women YD032 — Choose a Future! Issues and Options for Adolescent Boys had to fulfill traditional roles, which included (CEDPA Publications, 1998). 225 pp. waiting in daily queues for food and cloth- ing. They may not be “typical” of the women Choose a Future! Issues and Options Volunteers meet in more traditional Third for Adolescent Boys is a program guide World countries, but their issues are defi- for facilitators and trainers working nitely as important. with boys ages 12 to 20. This book brings together ideas and activities to c/o Country Desk Officer help adolescent boys develop self- Country Desk Assistant respect and self-esteem; create support- Central and Eastern Europe Desk ive peer relationships; expand their EMA Region skills in analysis, decision making, Paul D. Coverdell Peace Corps problem solving, and negotiating; and Headquarters have increased access to resources. In 1111 20th Street, NW addition, it explores gender-equitable Washington DC 20526 approaches to family life and other sociocultural issues and examines real issues in boys’ lives—marriage, health, family relations, conflict resolution, education, work, legal status, and com- munity involvement—and options for dealing with these issues. If you would like to use this book and it is not available in your resource center, Leadership Training Camp continued from page 1 you may order directly from ICE through your Peace Corps office. List your name, your sector, your address, the book title, and the ICE publication number, and a We are looking forward to planning both copy will be sent to you. Send your requests to: camps in conjunction in the future. This will allow us to organize activities in which boys Distribution Management Specialist and girls must work together as well as pro- Peace Corps/The Center vide time alone for each sex to discover new 1111 20th Street, NW ways of viewing old roles. In this way, we Washington, D.C. 20526 USA hope to cement the reality that male and [email protected] female leaders are 100 percent stronger when they work in concert with peers of the To locate other resources, refer to The Whole ICE Catalog (RE 001), which opposite sex. contains a complete listing of technical books and publications from the Peace Corps Information Collection and Exchange for use of Peace Corps Volunteers c/o Susan Brock and staff. WID and GAD resources can be found on pages 163 to 171 of the Programming and Training Officer catalog. Peace Corps If you have a favorite ICE publication, The Exchange would like to share your 304 Chokmorova Street review and comments on how you have used the resource.
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