...The Gender and Development approach is a method of determining how best to organize development projects and programs based on analysis of gender relationships. This approach was developed in the 1980s as an alternative to the Women in Development approach that was commonly in use (http://en.wikipedia.org). This approach acknowledges that to address women’s concerns and needs, development assistance must take account of both women’s and men’s roles and responsibilities within the community and their relationship to each other. It requires the active participation of men as well as women in order to raise the status of women and bring about sustainable development (Development bulletin, January 1996). Gender is defined according to Food and Agriculture Organization (FAO, 1997) as the relations between men and women, both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially. These are learned, Change overtime, and vary within and between countries and cultures according to social, religious, historical and economic factors. Although gender is often misunderstood as being the promotion of women only, looking at the definition of gender by the (FAO) it is seen that gender issues focus on women and on the relationship between men and women, their roles, access to and control over resources, division of labor, interests and needs. Development on the other hand is an elusive concept...
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...noon, headache in the afternoon, angry in the evening.” (Chinese woman quoted by Wolf, 1985) “Human development, if not gendered, is endangered” (United Nations Human Development Report, 1995) “The undervaluation of women’s work lowers the real value of the national product, undermines women’s purchasing power, curtails their rights to own property and land and to acquire credit from financial institutions, and reduces their already low status” (Ngan-Ling Chow & Lyter, 2002) “The invisibility of masculinity reproduces gender inequality, both materially and ideologically. Thus, any initiative to improve the condition of women must include efforts to involve men” (Kimmel in Cleaver, 2002) Time: Monday 9.00-10.50am Place: Seminar Room 1, Chrystal MacMillan Building Course Convenor: Jeevan Sharma (email: jeevan.sharma@ed.ac.uk) Office hours: Tuesday 10.00-12.00 My office is Room 4.30 in the Chrystal MacMillan Building. Tel: 0131 6511760 This document contains important information about the course, please read through it carefully. Copies are available on Learn at: http://www.sps.ed.ac.uk/undergrad/honours/subjects_and_centres/sociology Key dates: Short essay (25 February 2013); Long Essay (29 April 2013) Gender and Development Spring Semester 2013 2 **THIS HANDBOOK IS AVAILABLE IN LARGER PRINT IF REQUIRED** BACKGROUND Gender studies and development studies are both interdisciplinary in orientation, and touch on issues as diverse as work & family...
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...Report No 55 Gender and Development: Concepts and Definitions Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource by Hazel Reeves and Sally Baden February 2000 BRIDGE (development - gender) Institute of Development Studies University of Sussex Brighton BN1 9RE, UK Tel: +44 (0) 1273 606261 Fax: +44 (0) 1273 621202 Email: bridge@ids.ac.uk Website: http://www.ids.ac.uk/bridge/ © Institute of Development Studies ISBN 1 85864 381 3 Contents 1. Introduction ........................................................................................................... 1 2. Quick Definitions ................................................................................................... 2 3. Detailed Explanations and Further Reading ....................................................... 4 Culture ..................................................................................................................... 4 Gender Analysis ...................................................................................................... 6 Gender Discrimination ............................................................................................. 7 Gender Division of Labour....................................................................................... 8 Gender Equality and Equity................................................................................... 10 Gender Mainstreaming ................
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...Report No 55 Gender and Development: Concepts and Definitions Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource by Hazel Reeves and Sally Baden February 2000 BRIDGE (development - gender) Institute of Development Studies University of Sussex Brighton BN1 9RE, UK Tel: +44 (0) 1273 606261 Fax: +44 (0) 1273 621202 Email: bridge@ids.ac.uk Website: http://www.ids.ac.uk/bridge/ © Institute of Development Studies ISBN 1 85864 381 3 Contents 1. Introduction ........................................................................................................... 1 2. Quick Definitions ................................................................................................... 2 3. Detailed Explanations and Further Reading ....................................................... 4 Culture ..................................................................................................................... 4 Gender Analysis ...................................................................................................... 6 Gender Discrimination ............................................................................................. 7 Gender Division of Labour....................................................................................... 8 Gender Equality and Equity................................................................................... 10 Gender Mainstreaming ................
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...ATHROPOLOGY OF GENDER AND DEVELOPMENT [HANTH 107] INTRODUCTION Defining Key Concepts Gender is not about women as most people think. Gender is about both men and women. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Sex on the other hand refers to the biological differences in chromosomes, hormonal profiles as well as internal and external sexual organs or genitalia.The term sex since classical times has been used to designate matters related to biological and anatomical makeup of a person. Thus while ones’ sex as male or female is a biological and universal fact that is however not the same with gender since sex is tends to be similar across all cultures while gender varies one society to another. Sex relates to the biological characteristics that categorise someone as either female or male; whereas gender refers to the socially determined ideas and practices of what it is to be female or male. Patriarchy - Systemic societal structures that institutionalise...
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...Nature vs. Nurture in Gender Development The interest in the Interaction between hormones and behavior is not new there has long been a question of whether an individual is born with a specific identity or whether they are nurtured or pushed into a certain role, and how well they can adapt to and assimilate into a specific gender. First it is important to understand that gender is complicated and consists primarily of of three elements. The Gender role, this is the assumption of behavioral traits which are either masculine or feminine and considered to be correct or characteristic of a specific sex. The second element of gender is gender identity; this is a individuals private and personal sense of their sex. Third is an individual’s sexual orientation, which encompasses is individual’s desire for other individuals of similar or different genders from themselves. Sex is a biological term and it is used to distinguish the gender referring to the actual functional differences between males and females, an individual’s sex is the genetic difference an individual’s sex is encoded their chromosomes. Gender is a psychological term encompassing several different elements, this is a person’s psychological, biological, and sociological factors and the individuals feelings about sex. Gender role is the assumption of behavioral traits that are markedly masculine or feminine, and typically the traits are what are socially deemed to be appropriate or characteristic of a certain sex...
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...Theories of Gender Development Sam Mathews Freud’s Work: 1. Psychoanalytic perspective has viewed gender, sex, and sexuality in an essentialist light 2. Freud’s psychoanalytic perspective has been “popularized” and has become part of our social consciousness 3. Structuralist—mind has an inherent structure (id, ego, superego; unconscious, preconscious, conscious) 4. “Instincts” drive our personalities—life/sexual and death/aggressive 5. Psychosexual stages “track” our development a. Oral b. Anal c. Phallic d. Latent e. Genital 6. Phallic stage is critical in that a “psychoanalytic dimorphism” occurs a. Oedipal/Electra b. Resolution of these stages is key to healthy maturation 7. Freud’s views of women were conflicted—saw them as inherently pathological yet also saw women as intellectual equals a. Pushed to admit women to the Vienna Psychoanalytic Society when no women had been admitted (Dr. Margaret Hilferding, 1910) b. Disagreed on admitting women to the “common” workforce • “it is really a stillborn thought to send women into the struggle for existence exactly as men. If for instance I imagined my gentle sweet girl as a competitor, it would only end in my telling her as I did 17 months ago, that I am fond of her and that I implore her to withdraw from the strife into the calm uncompetitive activity of my home…Nature has determined women’s destiny...
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...ANTH 2001: Gender and Development. Department of Anthropology University of Witwatersrand ESSAY TWO – DUE 21st OCTOBER 2011 Write an essay on one of the following questions, using the reading material in your reading pack and, where possible, other research and readings that you discover independently. The essays should be typed and between 2,000 - 2,500 words long, at 1.5 spacing and margins of at least 2.5 cm all around. Please number pages and ensure that your NAME and STUDENT NUMBER are on the upper right corner of the first/front page. Choose one of the following topics/questions: 1) With reference to at least two ethnographic examples discuss the relationship between motherhood, militarization and resistance. 2) Batliwala and Ahanraj (2007:21) argue that it is a “gender myth” to assume that giving poor women access to economic resources - such as credit –will ensure their overall empowerment. Discuss what they mean by this idea of “gender myth” with reference to the shifts from Women in Development (WID) to Gender and Development (GAD). 3) With reference to at least two ethnographic studies explain and discuss the significance of heterosexual masculinities and femininities in shaping experiences of vulnerability to HIV/AIDS infection, treatment, and care. 4) With reference to Robert Morrell’s work on the shifting notions of masculinity (2001) as well as other relevant ethnographic examples discuss the role of...
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...Ziding Wang The development of gender equality 1. Introduction Over the past decades, the relationships between women and men and their lives have dramatically changed. In many parts of the world, women still have fewer rights including poor level of education, less income that men and less power of decision making. Unfortunately, this is true, despite the fact that women’s role in children upbringing, food producing and family income is inestimable. Gender equality is not only about being fair to both women and men, but is also means that they should have the same status in society. It also means that they have equal rights and opportunities on the way to their success and can equally contribute to all spheres of live: political and economic. With the promoting of scientific advancement, Japan seems to fall behind with gender equality. Only about 14 percent of female professionals has been trained in mathematics, science and engineering. According to data obtained, most of female scientists merely underestimate themselves when competing with their male colleagues (sciencemag.org). Unequal pay and unequal respect towards working women dispel the myth about gender equality (shriverreport.org). In general, the level of women’s wage is 2/3 of that of the men. Gender inequality in payment is a direct violation of the principle of equal pay for equal work. Almost in all sectors of the economy women take low-paying positions. During all these year we another...
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... TRENDS IN RESEARCH AND PRACTICE Eva M. Rathgeber* International Development Research Centre Ottawa * The views expressed here are those of the author and This paper was do not necessarily reflect those of IDRC. originally presented at the meetings of the Canadian Institute for the Advancement of Women held in Quebec City, November 1988. 2 During the past few years, the term "women in development" has become common currency both inside and outside academic settings. But while "women in development" or "WID", is understood integration of women into global processes the of to mean economic, political and social growth and change, there often is confusion about the meaning of two more recent acronyms, This paper will begin with assumptions embedded look at the in an "WID," "WAD" and "dAD". examination of meanings and "WAD" and "GAD" and then will extent to which differing views of the relationship between gender and development have influenced research, policymaking and international agency thinking since the mid1960s. it is suggested that each term has been associated with a varying set of assumptions and has led to the formulation of different strategies for the participation of women in development strategies. ORIGINS 1. women in Development The term "women in development" came into use in the early 1970s, after the publication of Ester Boserup's Economic Development (1970). Boserup was Women's Role in the first to systematically...
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...term of “gender” was widely used in the academic literature and public discussion to differentiate the gender identity and biological sex. By definition, the term “biological sex”represents the true meaning of an individual sex status. Gender, on the other hand, has multiple interpretations between men, women and what comes in beetween through social development and “nurture” of cultural adoption. Money and Erhardt (1972) suggest that biological gender is what a person perceives or assumes to expose and reveal that “he” or “she” has the sexual status of being male or female. Gender is more than that. It has more complexity that represents way of thinking, ideas, styles, patterns, habits, and many other aspects beyond biological sex status. One notion argues that gender in an essence is natural, stable and something given by God, which means that gender cannot be changed. Most scholars would perceive such theory as Gender Classification by Nature. Other argue that gender is a result of modification and influence of the shape of social institution that constructs and develops its profile on an individual. Thus, gender is based on social-view perception instead of being given and determined biologically. Gender also is recongnised as being derived from Nurture (Nurture Theory). This essays attempts to discuss the application of the above mentioned theories and ideas related to the writer’s social environment and cultural background in Indonesia, where gender is considered...
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...19 Home Analytics Upload Papers S65 no pic Shailaja Gender and Development Essay Yelden Sarybay Uploaded by Yelden Sarybay top 2%416 Info Bookmark Download DOCX Report Work that may take a diversity of pathways, but for which there are rarely the kind of short-cuts envisaged by the proponents of empowerment- lite.” (Harcourt, 2009) Conclusion Effective of not, Kazakhstan‟s most marginalized are simply not affected by the discussion. “This is a debate about gender and power, about body politics and political bodies, about norms and hierarchies, about intimate and institutional violence, and about liberation and justice.” (Cornwall et al., 2002) Before the population as a whole risks an identity crisis, it makes sense to formulate a familial, non-intrusive policy on gender so that it may pursue development. “For instance, writing of events in Serb ia in the 1990s, Blagojevic (1999) notes that „[t]he political and economic changes endangered the male identity much more than the female‟. Consequently: New prophets appeared on the scene offering various socio -biological arguments in support of the claim that men are inherently superior. One such was Tosevski, who proclaims Serbian masculinity to be superior to the western variety and advocates open promiscuity for males....” (Alan et al. , 2000) Such absurd views can only be taken seriously by those who lack ideological grounding. The Serbian example also “ warns us that masculinity...
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...conceptual meanings of gender and development.lt shows the heated debate among scholars and substantiates how elusive these concepts are in development discourses. In the 1970s the word gender became a buzzword both in development discourse and policy making. The feminist movement challenged the existing theories of development which neglected women and excluded women in the mainstream development. It is in this backdrop that women like Boserup (1970) championed or spearheaded the women in development approach (WID) as a means of inco-operating gender analysis in development. However, the main thrust of this abstract is not on theoretical approaches but rather a definition of concepts such as gender and development. A limited understanding of gender using some dictionary denotations would mean being male or female. If such, then gender studies would not be of any sociological interest. According to Cornwall (1997) gender relates to the various relations between men and women, boys and girls, mothers and their sons, fathers and their daughters, men and men, women and women and so on. Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures (Schech and Haggis 2000, Razavi and Miller 1995; Kabeer 1995). According to Oxfam (1999) the concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations...
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...Explanation Cognitive Development Theory was founded by one of the most influential researchers of the 20th century, Jean Paiget (A&M p. 3). Piaget was concerned with how we come to know and how children thought. Due to Piaget’s biology background, Piaget “was interested in how an organism adapts to its environment” (A&M p.3). Paget’s main hypothesis was that infants were born with reflex schemes and then as they aged, constructed schemes took place of the reflex. Piaget also noted, “Children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based” (McLeod). Piaget claimed individuals use two process throughout life to adapt, assimilation and accommodation. “Assimilation is the process of using of transforming the environment so that it can be placed in preexisting cognitive structures. Accommodation is the process of changing cognitive structures in order to accept something from the environment” (A&M p.3). As one ages, behaviors become more complex forcing schemes to morph into structures. Piaget based much of his research on case studies. During his work, Piaget identified four stages of development; * Sensorimotor Stage (Infancy): “Intelligence is demonstrated through motor activity without the use of symbols (A&M p. 4). * Pre-operational Stage (Toddler): “Intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination...
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...Outline and evaluate one or more evolutionary explanations for gender (4+16) One evolutionary theory of gender is mate selection. This claims gender role behaviours are related to ensuring the survival of ones genes. It states men have evolved a greater desire to have causal sex in order to produce as many offspring as possible to pass on their genes. Men look for specific features in women to ensure they can reproduce and have healthy offspring, for an example, it would be considered attractive for a woman to have large hips which are perfect for child bearing and a small waist which indicates they are not already pregnant. Other desirable features would be red lips, cheeks and good skin and hair as this would show the female is fertile and healthy and can produce healthy offspring. According to this theory, men also chose a younger mate as it means they are more fertile. Females also engage in mate selection and seek signs of healthiness e.g. a strong jaw and broad shoulders. This indicates the mate is most probably a successful hunter/provider as he is strong. However, they are more concerned with the number of resources the mate has due to infants demanding exclusive care for many months after birth thus meaning women cannot provide for themselves during this time. For this reason, it is important to the women that the relationship is monogamous so they can ensure most/all resources are for herself and her infant. If she believes another woman has access to her resources...
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