Gender and Development – Practical approaches - a presentation by Mona Dahms Department of...

Gender and Development – Gender and Development – Practical approachesPractical approaches

- a presentation by Mona Dahms- a presentation by Mona Dahms

Department of Development and PlanningDepartment of Development and Planning

Aalborg UniversityAalborg University

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OverviewOverview

1.1. What goes wrong?What goes wrong?

2.2. Frameworks for Gender AnalysisFrameworks for Gender Analysisa)a) HarvardHarvard

b)b) MoserMoser

c)c) Social relationsSocial relations

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Learning ObjectivesLearning Objectives

After this lecture you should be able After this lecture you should be able to:to:recognise the importance of gender recognise the importance of gender

analysis for project planning, analysis for project planning, implementation and evaluation,implementation and evaluation,

list tools for gender analysis as part of list tools for gender analysis as part of development interventions.development interventions.

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Summary of lesson 1Summary of lesson 1

Gender is a social construction Gender is a social construction depending upon time and culture.depending upon time and culture.

Therefore, gender roles are neither Therefore, gender roles are neither universal nor unchangeable.universal nor unchangeable.

There is a global gender imbalance in There is a global gender imbalance in favour of men.favour of men.

It is necessary to include gender It is necessary to include gender planning in development planning in development interventionsinterventions

1. What goes wrong?1. What goes wrong?

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Gender and project planningGender and project planning

Three levels of gender integration:Three levels of gender integration:

Gender blindness – gender is not Gender blindness – gender is not considered,considered,

Gender neutrality – gender is considered Gender neutrality – gender is considered and equal opportunities are secured,and equal opportunities are secured,

Gender planning – gender is considered Gender planning – gender is considered and equity impacts are secured.and equity impacts are secured.

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Equal Opportunities??Equal Opportunities??

To secure a fair To secure a fair selection you all get selection you all get the same exercise: the same exercise: You must climb the You must climb the

treetree..

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Assumptions??Assumptions??

(Implicit) assumptions about the household:(Implicit) assumptions about the household:

The household consists of a nuclear familyThe household consists of a nuclear family of of husband,husband, wifewife and and 2 – 3 biological2 – 3 biological children. children.

Within the household there is a clear division of Within the household there is a clear division of labour based upon gender.labour based upon gender. The man is the The man is the breadwinner and the woman is the mother and breadwinner and the woman is the mother and housewife.housewife.

Women’s work is unpaid housework, not crucial Women’s work is unpaid housework, not crucial to the survival of the familyto the survival of the family

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Further assumptions??Further assumptions??

(Implicit) assumptions about data collection:(Implicit) assumptions about data collection: All techniques for data collection are equally valid All techniques for data collection are equally valid

for women and for menfor women and for men Conventional conceptual categories (ex. work) Conventional conceptual categories (ex. work)

hold the same meaning for all people.hold the same meaning for all people.

Also other factors, such as: Timing of interviews, Also other factors, such as: Timing of interviews, length of the reference period and language, length of the reference period and language, influence data collected.influence data collected.

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Exercise 1: Assumptions??Exercise 1: Assumptions??

How can we as researchers ensure How can we as researchers ensure that assumptions made are in that assumptions made are in accordance with the reality accordance with the reality researched?researched?

Buzz with your nearest neighbours Buzz with your nearest neighbours for a few minutes and present your for a few minutes and present your thoughts to the plenary.thoughts to the plenary.

2. Gender Analysis 2. Gender Analysis FrameworksFrameworks

Source: UNDP Gender in Development Programme, Learning and Information Source: UNDP Gender in Development Programme, Learning and Information Pack; Gender AnalysisPack; Gender Analysis

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Gender Analysis FrameworksGender Analysis Frameworks

Gender roles framework (Harvard)Gender roles framework (Harvard) Triple roles framework (Carolyn Moser)Triple roles framework (Carolyn Moser) Web of institutionalisation framework (Caren Web of institutionalisation framework (Caren

Levy)Levy) Gender analysis matrix (GAM)Gender analysis matrix (GAM) Equality and empowerment framework (Sara Equality and empowerment framework (Sara

Longwe)Longwe) Capacities and vulnerabilities framework (CVA)Capacities and vulnerabilities framework (CVA) People oriented planning framework (POP)People oriented planning framework (POP) Social relations framework (SRF)Social relations framework (SRF)

The multiplicity of frameworks indicates the The multiplicity of frameworks indicates the activities – but also the frustrations!activities – but also the frustrations!

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Information provided by GAInformation provided by GA

Specific gender disaggregated statisticsSpecific gender disaggregated statistics Understanding of gender relationsUnderstanding of gender relations Analysis of the gendered impact of sexual Analysis of the gendered impact of sexual

division of labourdivision of labour Needs and interests of both women and Needs and interests of both women and

menmen

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Harvard framework - 1Harvard framework - 1

Three main tools: Three main tools:

1. The socio-economic activity profile – 1. The socio-economic activity profile – who does what, when, where and for who does what, when, where and for

how long?how long?

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ActivitiesActivities Women/girlsWomen/girls Men/boysMen/boys

Productive Productive activitiesactivitiesAgricultureAgricultureIncome generationIncome generationEmploymentEmploymentOthersOthers

Reproductive Reproductive activitiesactivitiesWaterWaterFuelFuelFoodFoodChildcareChildcareHealthHealthCleaning and repairCleaning and repairMarketMarketOtherOther

Tool 1: Activity profile

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Three main tools: Three main tools:

1. The socio-economic activity profile – 1. The socio-economic activity profile – who does what, when, where and for how long?who does what, when, where and for how long?

2. The access and control profile – 2. The access and control profile – who has access to resources (ex. land, who has access to resources (ex. land,

equipment, capital etc.)?equipment, capital etc.)?who has access to benefits (ex. education, who has access to benefits (ex. education,

health services, political power etc.)? health services, political power etc.)? who has control over resources and benefits?who has control over resources and benefits?

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Tool 2: Access and control profileTool 2: Access and control profile

AccessAccess ControlControl

WomenWomen MenMen Women Women Men Men

ResourcesResourcesLand; Equipment;Land; Equipment;

Labour; Cash;Labour; Cash;

Education; Training;Education; Training;

OtherOther

BenefitsBenefitsIncome; Ownership;Income; Ownership;

Basic needs; Education;Basic needs; Education;

Political power; prestige;Political power; prestige;

OtherOther

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Tool 3: Influencing factorsTool 3: Influencing factors

3. A list of factors which determine the 3. A list of factors which determine the gender differences identified – gender differences identified – Charts the factors (political, economic, Charts the factors (political, economic,

cultural etc.) which affect the gender cultural etc.) which affect the gender differentiations identified in the profilesdifferentiations identified in the profiles

Past and present influencesPast and present influencesOpportunities and constraintsOpportunities and constraints

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Strengths:Strengths:

• Collecting and organising information about Collecting and organising information about gender division of labour, gender division of labour,

• Making women’s work visibleMaking women’s work visible• Distinguishes between access and control Distinguishes between access and control • Useful for projects at micro-level Useful for projects at micro-level • A gender-neutral entry point for discussions A gender-neutral entry point for discussions

on gender issueson gender issues

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Weaknesses:Weaknesses:

• Focus on efficiency rather than equityFocus on efficiency rather than equity• Focus on material resources rather than on Focus on material resources rather than on

social relationssocial relations• Can be carried out in a non-participatory Can be carried out in a non-participatory

wayway

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Exercise 2: Bumpy roadsExercise 2: Bumpy roads

Use the Harvard framework to Use the Harvard framework to analyse the case study (Exercise 3 – analyse the case study (Exercise 3 – Bumpy roads) handed out. Bumpy roads) handed out.

Discuss why and how the mixed Discuss why and how the mixed results were achieved.results were achieved.

Please present your answers to the Please present your answers to the plenary.plenary.

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Moser framework - 1Moser framework - 1

Two main tools used:Two main tools used:

1.1. Gender roles identification - women’s triple Gender roles identification - women’s triple role: productive, reproductive, community.role: productive, reproductive, community.

2.2. Gender needs assessment: Practical gender Gender needs assessment: Practical gender needs, strategic gender needs.needs, strategic gender needs.

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Productive workProductive work

Production of goods and services for Production of goods and services for consumption and trade (farming, fishing, consumption and trade (farming, fishing, employment, self-employment)employment, self-employment)

Often carried out alongside the Often carried out alongside the reproductive work. Women’s productive reproductive work. Women’s productive work is often less visible and less valued work is often less visible and less valued than men’s.than men’s.

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Reproductive workReproductive work

Care and maintenance of the household Care and maintenance of the household and its members (bearing and caring for and its members (bearing and caring for children, food preparation, water and fuel children, food preparation, water and fuel collection, shopping, housekeping, family collection, shopping, housekeping, family health care)health care)

Seldom considered ’real work’. Usually Seldom considered ’real work’. Usually unpaid. unpaid.

Almost always the responsibility of girls Almost always the responsibility of girls and women.and women.

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Community workCommunity work

Collective organisation of social events Collective organisation of social events and services (ceremonies, celebrations, and services (ceremonies, celebrations, community improvement activities, community improvement activities, participation in groups and organisations, participation in groups and organisations, local political activities etc.)local political activities etc.)

Involves volunteer time. Normally unpaid. Involves volunteer time. Normally unpaid.

Men undertake community work, too but Men undertake community work, too but often at political level, giving prestige.often at political level, giving prestige.

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Women’s WorkWomen’s Work

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Practical gender needsPractical gender needs A response to short-term, immediately perceived A response to short-term, immediately perceived

needs arising from concrete conditionsneeds arising from concrete conditions Mainly arising from and reinforcing particular Mainly arising from and reinforcing particular

women’s reproductive and productive rolewomen’s reproductive and productive role Do not challenge the subordinate position of Do not challenge the subordinate position of

womenwomen(Ex. Clean water, health care, housing, food provision)(Ex. Clean water, health care, housing, food provision)

Women’s needs differ from men’s needs because of their Women’s needs differ from men’s needs because of their different tasks and responsibilities.different tasks and responsibilities.

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Strategic gender needsStrategic gender needs

Response to long-term needs arising from Response to long-term needs arising from women’s subordinate position women’s subordinate position

Challenge the nature of the gendered relationship Challenge the nature of the gendered relationship between women and menbetween women and men

Women involved as agents of changeWomen involved as agents of change Lead to a transformation of gender division of Lead to a transformation of gender division of

labour for all womenlabour for all women(Ex. access to resources (land, credit, etc.), measures (Ex. access to resources (land, credit, etc.), measures against male violence, control over own body)against male violence, control over own body)

Women’s needs differ from men’s needs because of their Women’s needs differ from men’s needs because of their different positions in society.different positions in society.

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Strengths:Strengths:• Can be used for planning in a variety of settingsCan be used for planning in a variety of settings• Challenges unequal gender relationsChallenges unequal gender relations• Supports the empowerment of womenSupports the empowerment of women• Recognises institutional and political resistance to Recognises institutional and political resistance to

transforming gender relationstransforming gender relations• Needs concept useful for evaluating impact of Needs concept useful for evaluating impact of

development interventionsdevelopment interventions• Triple roles concept useful for revealing women’s Triple roles concept useful for revealing women’s

workwork• Alerts planners to the interrelationship between Alerts planners to the interrelationship between

productive, reproductive and community workproductive, reproductive and community work

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Weaknesses:Weaknesses:• Looks at separate activities rather than Looks at separate activities rather than

interrelated activities of women and meninterrelated activities of women and men• Other forms of inequality (race, class etc.) not Other forms of inequality (race, class etc.) not

addressedaddressed• Strict division between practical and strategic Strict division between practical and strategic

needs often unhelpful in practiseneeds often unhelpful in practise• Moser does not include strategic needs of men Moser does not include strategic needs of men

– have been included in the Levy framework– have been included in the Levy framework

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Exercise 3: Exercise 3: Moser frameworkMoser framework

Read the case study provided (case study Read the case study provided (case study one) and discuss it with your nearest one) and discuss it with your nearest neighbours. neighbours.

Using the Moser framework identify:Using the Moser framework identify: Roles emphasised (intended and in practise), Roles emphasised (intended and in practise), Gender needs met (intended and in practise),Gender needs met (intended and in practise),

Fill in the accompanying chartFill in the accompanying chart Please be prepared to present your group Please be prepared to present your group

results to the plenary.results to the plenary.

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Social Relations Framework (SRF) - 1Social Relations Framework (SRF) - 1

Five essential concepts:Five essential concepts:

1.1. Development as increasing human well-beingDevelopment as increasing human well-being

2.2. Social relationsSocial relations

3.3. Institutional analysisInstitutional analysis

4.4. Institutional gender policiesInstitutional gender policies

5.5. Underlying and structural causesUnderlying and structural causes

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Concept 1: DevelopmentConcept 1: Development

Development as increasing human Development as increasing human well-being – not just economic well-being – not just economic growth.growth.

Core elements:Core elements:• SurvivalSurvival• SecuritySecurity• AutonomyAutonomy

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Concept 2: Social relationsConcept 2: Social relations

Social relations are understood as the way Social relations are understood as the way in which different groups of people are in which different groups of people are positioned in relation to material and positioned in relation to material and intangible resources. intangible resources.

• SR determine people’s roles, responsibilities, SR determine people’s roles, responsibilities, claims, rights and controlclaims, rights and control

• SR include gender, class, ethnicity, race etc.SR include gender, class, ethnicity, race etc.• SR change overtime, influenced by changes at SR change overtime, influenced by changes at

macro-levelmacro-level

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Concept 3: Institutional analysisConcept 3: Institutional analysis

Key institutionKey institution Organisational formOrganisational form

StateState Legal, military, administrative Legal, military, administrative organisationsorganisations

MarketMarket Firms, financial corporations, Firms, financial corporations, farming enterprises, farming enterprises, multinationals etc.multinationals etc.

CommunityCommunity Village tribunals, voluntary Village tribunals, voluntary associations, informal associations, informal networks, patron-client networks, patron-client relationship, NGOsrelationship, NGOs

Family/kinshipFamily/kinship Household, extended family, Household, extended family, lineage groups etc.lineage groups etc.

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Concept 3: Institutional analysisConcept 3: Institutional analysis

Five aspects of an institution:Five aspects of an institution:

1.1. Rules: How are things done?Rules: How are things done?2.2. Activities: What is done?Activities: What is done?3.3. Resources: What is used, what is produced?Resources: What is used, what is produced?4.4. People: Who is in, who is out, who does what?People: Who is in, who is out, who does what?5.5. Power: Who decides, whose interests are Power: Who decides, whose interests are

served?served?

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Concept 4: Institutional gender policiesConcept 4: Institutional gender policies

Three categories of gender policies:Three categories of gender policies:

• Gender- blindGender- blind• Gender-awareGender-aware

Gender-neutralGender-neutral Gender-specificGender-specific

• Gender-redistributiveGender-redistributive

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Concept 5: Underlying and structural causesConcept 5: Underlying and structural causes

Examines:Examines:

• Immediate, underlying and structural Immediate, underlying and structural factors responsible for problems factors responsible for problems

• Effects on those involvedEffects on those involved

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Causes and effectsCauses and effects

EffectsEffects

Long-term effectsLong-term effects

Intermediate effectsIntermediate effects

Immediate effectsImmediate effects

CausesCauses

Immediate causes - 4 levelsImmediate causes - 4 levels

Intermediate causes – 4 Intermediate causes – 4 levelslevels

Structural causes – 4 levelsStructural causes – 4 levels

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Strengths:Strengths:

• Used at different levels for planning and policy Used at different levels for planning and policy developmentdevelopment

• Presents a broader picture of povertyPresents a broader picture of poverty• Focus on structural analysis and processes of Focus on structural analysis and processes of

powerlessness and marginalisationpowerlessness and marginalisation• Links micro- and macro-level analysisLinks micro- and macro-level analysis• Emphasises gender relations and puts gender Emphasises gender relations and puts gender

at the core of the analysisat the core of the analysis

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Weaknesses:Weaknesses:

• May give an overwhelming impression of large May give an overwhelming impression of large institutionsinstitutions

• Overlooks the potential for people to effect Overlooks the potential for people to effect changechange

• Women may get subsumed into other social Women may get subsumed into other social categoriescategories

• Appear to be complicatedAppear to be complicated

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A word of caution!!A word of caution!!

Gender analysis should not be used as a Gender analysis should not be used as a rigid neutral technical tool imposed by rigid neutral technical tool imposed by outside ’experts’ !outside ’experts’ !

Women and men must be accorded an Women and men must be accorded an active decision-making role in their own active decision-making role in their own development ! development !

Gender analysis can never replace Gender analysis can never replace empathy and sensitivity in development empathy and sensitivity in development work!work!

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Exercise 3: Mini-case studiesExercise 3: Mini-case studies

Read the 4 mini-case studies and discuss Read the 4 mini-case studies and discuss the following questions:the following questions:

1.1. How does this project affect the workload How does this project affect the workload and/or status of women?and/or status of women?

2.2. How, if at all, could this project be sustained?How, if at all, could this project be sustained?3.3. How, if at all, does this project contribute to How, if at all, does this project contribute to

the equality of women?the equality of women?

Please feed back your answers to the Please feed back your answers to the plenary.plenary.

This was all for today – This was all for today – thank you for your attention thank you for your attention

– it has been a pleasure!– it has been a pleasure!

Gender and Development – Practical approaches - a presentation by Mona Dahms Department of...

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