Participatory Gender Training Webinar - Presentations

Editor's Notes

• #6: Before introducing the principles of the participatory gender training we developed, I would like to give some background information of the research context from which the training idea developed . - Start with problem 2-3 slides Reduce info on slides – example of boy and girl - state clearly start of training curriculum  manual
• #7: The participatory gender training evolved from the ACIAR-WLE funded research project called “Improving water use for marginal and tenant farmers in the dry season in the Eastern Gangetic Plains”. The project focuses on dry season agriculture for farmer collective groups and covers 8 villages in 4 regions, 2 each located in the Eastern Terai of Nepal, Madhubani, Bihar, Cooch Behar West Bengal and Thakurgaon, NW Bangladesh. The region is set in the patriarchal belt, rural areas which are marked by social inequalities due to gender norms, but also rigid caste and age-related hierarchies and unequal land-tenure relationship resulting in a complex socio-economic stratification. Particularly women lack access to and control over decision making on water and land resources, or agricultural inputs and technologies. At the same time, we can speak of an agrarian transition in this area.
• #8: This is partly due to the increasing male emigration from rural areas for economic opportunities in urban centers and abroad. This marks a shift in the demography in terms of gender– the so-called feminization of agriculture. In our socio-economic survey covering all hh of 6 villages in the Eastern Terai of Nepal, Madhubani, Bihar and Cooch Behar, West Bengal, we found varying numbers of nuclear over joint households, 35-86 % are living separate from their-in-laws and parents, and the number of households with migration varies between 35 – 58 %. Notably, the household head remains male (92%), even in their absence they are consulted via mobile phone, or father-on-laws take most decisions. One citation from our interviews demonstrates perceived changes since her husband is gone: “…they used to discourage me and tell me ‘aren't you ashamed of yourself for speaking up when males are there’. Now they don't say that but it used to be like that before.” So our research found several changes describing the so-called feminization: gender norms on mobility and voice, speaking up, are undergoing changes, and the critical awareness on these gender norms is changing: women farmers become more conscious about their capacities, but also their limitations due to gender roles. At the same time, we noted new vulnerabilities in terms of an increased work burden and emotional stress experienced without male support in the household. The FoA is not only about “more women practicing more agricultural labor”… but we asked ourselves: … how can gendered power relations in natural resource management be addressed?
• #9: So, is Collective empowerment in villages – an illusion? Although women take over more responsibilities in agriculture because of emigrated husbands, their needs are institutionally not sufficiently represented. How can this be addressed? So, for our training, we recognized that Empowerment depends on intra-household relations: family structure and support (age, gender, position households) inter-household relations: class/economic background, caste, political networks
• #10: Despite some changes reported by female and male farmers in the field, we identified 2 persisting problems. Problem 1: Gendered divisions of agricultural labor: transfer of agricultural responsibilities, but also sustaining women’s dependence on other male family members or neighbors, e.g. for irrigation a triple work burden for women (domestic, productive, community work) gendered norms on mobility, speaking up and being heard hinder women to take up agricultural interventions and to contribute to (collective) farmer groups to their full potential  women feel as “substitute” or “second choice” farmers
• #13: Based on these principles we developed a participatory gender training curriculum which is explained in detail this Manual. The table of contents on the right shows that we introduce six modules, framed by an introduction and preparation section, and a follow up.
• #14: The Participatory Gender Training Curriculum consists of 3 activities and 3 discussions. It starts with Activity 1 “Boy or Girl”, the facilitators hold two pictures of a boy and a girl and the participants have to chose one, if they had the choice for only one child due to a medical condition. Through this activity, a boy girl and a girl group is formed, and these groups have to come up with key reasons for their choice and present these to the other group. In Discussion 1: The named gender traits and roles are build on to explain that gender is socially constructed and that gender norms and roles differences in time and space, in opposite to the biological definition of sex. In Activity two, every participant has to chose a picture displaying the ag labor, describe the task and chose on a scale whether this activity is done by men only, by women only, by both, or mostly by male or female. This is discussed in the group and changes desired in the community are discussed. In Discussion 2, farmers do a visioning exercise, discussing the opportunities and challenges for successful male and female faermers separately. In the fun activity 3, participants switch roles to be the other gender to do a role play. As last activity, the training learnings are reviewed and ways forward are discussed with all participants.
• #15: The curriculum is hence based on the understanding to work towards empowerment through creating space for enthusiasm and empathy. According to Kabeers 3 dimensions of empowerment, p….
• #16: Based on the earlier outlined scientific principles based on learning theories, we focus on network thinking to extend and sustain knowledge. We do this through photo networks as visual inputs, e.g. in activity 1, 2 The next principle is to identify social constructions by demystifyuing. …. We do this by discussing….in a1 Thinking on a continuum is useful to demonstrate the relativity of gendered labor devision. Paricipants have to arrange and change ag labor on a scale of 5 degrees of w and m involvement for the gender position bar. Role switching is a very useful principle to raise empathy and awarened. We do this through bargaining in a switching gender role play Overall, participation and farmer orientation is curciso- so there is plent of space for farmer’s choice of pic….
• #27: - Start with problem 2-3 slides Reduce info on slides – example of boy and girl - state clearly start of training curriculum  manual
• #30: Shorten Three findings – in slide
• #31: Picture – project staffs Structural issues
• #35: Highlight three points… increase the size of the fecilitation
• #37: Three points- creating a safe- having props ready – two logistical issue
• #40: - Start with problem 2-3 slides Reduce info on slides – example of boy and girl - state clearly start of training curriculum  manual
• #48: FOR ANDREW TO USE
• #50: FOR ANDREW TO USE