Week 1

1.1. LEARNING UNIT 1: What is Gender

1.2. Introduction
Embarking on a journey through the landscape of gender issues in The Gambia unveils a vibrant tapestry
of culture, identity, and societal evolution. In this Smiling Coast, the discourse on gender transcends
mere statistics; it's a profound exploration of traditions interwoven with aspirations for equality and
empowerment. From the vibrant rhythms of its cultural heritage to the winds of change shaping its
modern outlook, The Gambia offers a compelling narrative—a story of resilience, challenges, and
triumphs in the pursuit of gender equity. Let's delve into this complex and inspiring terrain to understand
the dynamics, aspirations, and ongoing transformations within the Gambian society.
1.3. Learning outcomes: At the end of this learning unit, you should be able to:

Investigate issues and debates around gender,

particularly in relation to Gambian society.

Critique if the findings are beneficial to the society.

Use the knowledge to advance a positive societal

change.
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1.4. What is Gender as opposed to Sex

To delve into this matter, we must first treat these terms separately. Let’s get on with it!
Gender refers to the social, cultural, and behavioural attributes, roles, and expectations that societies
consider appropriate for men, women, and individuals of diverse identities. Gender encompasses a wide
spectrum of identities beyond the traditional binary understanding of male and female. It includes
concepts such as gender identity (one's internal sense of being male, female, a blend of both, or neither),
gender expression (how one presents their gender through appearance, behaviour, and societal roles),
and gender roles (the societal expectations and behaviours associated with a particular gender).
Understanding gender involves recognizing that it's a complex, multifaceted concept that is deeply
intertwined with cultural, social, and historical contexts. It's not solely about biological differences but
also about the way societies perceive, interpret, and assign roles and attributes to individuals based on
their perceived gender.

Importantly, the understanding of gender has evolved beyond a binary framework to acknowledge and
respect the diversity of gender identities, including transgender, non-binary, genderqueer, and other
identities that do not conform to traditional male or female categories.
Overall, gender is a dynamic and fluid concept that plays a significant role in shaping individuals'
experiences, opportunities, and interactions within society.
In contrast, Sex refers to a variety of biological characteristics that typically divide humans and many
other species into two categories—male and female. These biological differences include
chromosomes, hormones, and reproductive anatomy. It's also a term that can describe sexual activity or
intercourse between individuals. It's an important aspect of human life, contributing to reproduction,
relationships, pleasure, and personal identity.
It should be noted that these two terms have some significant differences as indicated in figure 1 below:

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Go through this link in Moodle LMS page 1 of learning unit 1 which will explain more to the definition
of gender and sex.
Now that you are able to define Gender and Sex, it is imperative that you are able to differentiate
between them. Table 1 presents key differences between Gender and Sex.

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Figure 1.1: Here's a tabular breakdown to highlight the key differences between sex and
gender:

Aspect Sex Gender

Biological attributes (chromosomes, Socially constructed roles, behaviours,
genitalia, hormones) that categorize expressions, and identities associated with
Definition individuals as male, female, or intersex. being male or female in a given society.
Expands beyond the binary understanding;
Traditionally seen as a binary concept encompasses a spectrum of identities
(male or female) based on biological including transgender, non-binary,
Binary/Spectrum characteristics. genderqueer, etc.
Self-identified and can evolve over time,
Typically assigned at birth based on influenced by social, cultural, and personal
Determination physical attributes. factors.
Fluid and diverse, allowing for a range of
Relatively fixed and determined by identities beyond traditional male/female
Variation biological factors. distinctions.
Transgender, non-binary, genderqueer,
Examples Male, female, intersex. agender.

This table illustrates the fundamental differences between the biological concept of sex and the social
construct of gender, emphasizing their distinct characteristics and how they're understood in society.

1.5. Gender roles vs Sex roles

As mentioned earlier, gender roles are well-established social constructions that may change from
culture to culture and over time. In Gambian culture, we commonly think of gender roles in terms
of gender stereotypes, or the beliefs and expectations people hold about the typical characteristics,
preferences, and behaviours of men and women.

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By the time we are adults, our gender roles are a stable part of our personalities, and we usually hold
many gender stereotypes. When do children start to learn about gender? Very early. By their first
birthday, children can distinguish faces by gender. By their second birthday, they can label others’
gender and even sort objects into gender-typed categories. By the third birthday, children can
consistently identify their own gender. At this age, children believe sex is determined by external
attributes, not biological attributes. Between 3 and 6 years of age, children learn that gender is
constant and can’t change simply by changing external attributes, having developed gender
constancy. During this period, children also develop strong and rigid gender stereotypes.
Stereotypes can refer to play (e.g., boys play with trucks, and girls play with dolls), traits (e.g., boys
are strong, and girls like to cry), and occupations (e.g., men are doctors and women are nurses).
These stereotypes stay rigid until children reach about age 8 or 9. Then they develop cognitive
abilities that allow them to be more flexible in their thinking about others.

Figure 1.2. Children develop the ability to classify gender very early in life.

How do our gender roles and gender stereotypes develop and become so strong? Many of our gender
stereotypes are so strong because we emphasize gender so much in culture (Bigler & Liben, 2007).
For example, males and females are treated differently before they are even born. When someone
learns of a new pregnancy, the first question asked is “Is it a boy or a girl?” Immediately upon
hearing the answer, judgments are made about the child: Boys will be rough and like blue, while

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girls will be delicate and like pink. Developmental intergroup theory postulates that adults’ heavy
focus on gender leads children to pay attention to gender as a key source of information about
themselves and others, to seek out any possible gender differences, and to form rigid stereotypes
based on gender that are subsequently difficult to change.
There are also psychological theories that partially explain how children form their own gender roles
after they learn to differentiate based on gender. The first of these theories is gender schema
theory. Gender schema theory argues that children are active learners who essentially socialize
themselves. In this case, children actively organize others’ behaviour, activities, and attributes into
gender categories, which are known as schemas. These schemas then affect what children notice
and remember later. People of all ages are more likely to remember schema-consistent behaviours
and attributes than schema-inconsistent behaviours and attributes. So, people are more likely to
remember men, and forget women, who are firefighters. They also misremember schema-
inconsistent information. If research participants are shown pictures of someone standing at the
stove, they are more likely to remember the person to be cooking if depicted as a woman, and the
person to be repairing the stove if depicted as a man. By only remembering schema-consistent
information, gender schemas strengthen more and more over time.

A second theory that attempts to explain the formation of gender roles in children is social learning
theory. Social learning theory argues that gender roles are learned through reinforcement,
punishment, and modelling. Children are rewarded and reinforced for behaving in concordance with
gender roles and punished for breaking gender roles. In addition, social learning theory argues that
children learn many of their gender roles by modelling the behaviour of adults and older children
and, in doing so, develop ideas about what behaviours are appropriate for each gender. Social
learning theory has less support than gender schema theory—research shows that parents do
reinforce gender-appropriate play, but for the most part treat their male and female children similarly
(Lytton & Romney, 1991).

To learn more about gender roles, access information from this Wikipedia link which is in learning
unit 1 page 2 to learn more from the text.

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Gender roles resulted in the development of triple roles. Gender triple roles can be learned in the
text from this Wikipedia link found in page 2

1.6. Conclusion

In Gambia, as in many societies, discussions around gender have been multifaceted and
dynamic. Traditional gender roles often place women in domestic spheres while men are
expected to be providers, but there's been a growing conversation challenging these norms.
Debates revolve around equality in education, employment, political representation, and legal
rights. Women's advocacy groups and activists have made significant strides in highlighting the
importance of empowering women and challenging societal norms that limit their opportunities.

Legal reforms, such as the Women's Act of 2010 and the criminalization of female genital
mutilation, have been pivotal steps towards gender equality. However, implementation and
enforcement remain challenges due to deeply ingrained cultural beliefs. Issues like child
marriage, gender-based violence, and limited access to education and healthcare for women
persist, underscoring the need for sustained efforts.
The debates around gender in Gambian society reflect global conversations about inclusivity,
equal rights, and breaking down barriers. Progress is being made, but it requires a holistic
approach involving education, policy changes, community engagement, and cultural shifts to
achieve true gender equality and empowerment.

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Week 2
2.1. LEARNING UNIT 2: Gender Theories
2.2. Introduction
Gender theories are like special glasses helping us see how boys and girls, men and women, and
everyone in between, are understood in our world. They're like colourful maps showing how our
families, cultures, and personal stories shape how we think about being a boy or a girl. These theories
aren't just fancy ideas; they're like tools showing us that everyone's different, and that's cool! They teach
us to question old ideas about what boys or girls should or shouldn't do, making us imagine a world
where everyone feels respected and accepted, no matter who they are. They're like a big cheer, telling
us to think, learn, and make the world a fairer, happier place for everyone.

2.3. Learning outcomes: At the end of this learning unit, you should be able to:

Critically analyze the major gender theories.

Evaluate their relevance to the present day

society.

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2.4. What are Gender Theories?

Gender theories are frameworks or perspectives used to understand and analyse the complexities of
gender identity, roles, and relations within society. They explore how societies conceptualize, perceive,
and construct ideas about femininity, masculinity, and gender diversity. These theories offer diverse
perspectives for understanding and addressing gender-related issues, influencing fields such as
sociology, anthropology, psychology, and cultural studies. They contribute to ongoing discussions
about gender equality, identity, and the complexities of social norms and structures. Here are a few
prominent gender theories:
1. Social Constructionist Theory: It emphasizes the role of society in shaping individual beliefs,
behaviours, and identities. For example, societal norms dictate what is considered appropriate
behaviour for men and women, influencing how individuals express their gender.
2. Fluidity and Change: Social constructionism acknowledges that social realities, including gender
norms, are not static but evolve over time. What is considered acceptable or normal regarding
gender roles can change across different cultures and historical periods.
3. Language and Discourse: Language plays a crucial role in constructing and reinforcing social
norms. Terms used to describe gender, such as "masculine" or "feminine," carry social meanings
that shape how individuals perceive and enact their gender identities.
4. Cultural Context: Social constructionism emphasizes that perceptions of reality are influenced by
cultural contexts. Different cultures may have distinct understandings and norms related to gender.

This theory challenges the idea of a universal, fixed understanding of gender and instead highlights the
dynamic and socially contingent nature of gender identities and roles. It's often used to analyse and
critique how social institutions and practices perpetuate inequalities based on gender, encouraging a
more nuanced understanding of the complexities surrounding gender in society.
1. Feminist Theory: Feminist theory encompasses a diverse range of perspectives and approaches
that seek to understand and address the social, political, economic, and cultural inequalities
between genders. It emerged from the feminist movement, aiming to examine, challenge, and
dismantle systems of oppression and discrimination that affect women and other marginalized
genders.
Key aspects of feminist theory include:

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a. Gender Inequality: Feminist theory critically examines the unequal power dynamics between
genders, highlighting how historical, social, and institutional structures perpetuate
discrimination against women and other gender minorities.
b. Intersectionality: Many branches of feminist theory emphasize intersectionality, recognizing
that gender intersects with other social identities like race, class, sexuality, ability, and more.
This intersection shapes individuals' experiences of privilege and oppression in complex ways.
c. Critique of Patriarchy: Feminist theory often focuses on critiquing patriarchal systems, which
are characterized by male dominance and the subordination of women. It aims to challenge and
transform these power structures.
d. Empowerment and Equality: Feminist theory advocates for gender equality and empowerment
for all individuals, regardless of gender. This includes advocating for equal rights, opportunities,
and representation in various spheres of life.
e. Diversity of Perspectives: There isn't a single feminist theory but rather a spectrum of
perspectives within feminism, including liberal feminism, radical feminism, Marxist feminism,
postcolonial feminism, ecofeminism, and more. These perspectives differ in their approaches to
understanding and addressing gender inequality.
Feminist theory has influenced various fields, including sociology, political science, anthropology,
literature, and cultural studies. It has played a pivotal role in advocating for legal and social changes to
improve the lives of women and marginalized genders, challenging stereotypes, and promoting gender
equality on a global scale.

1. Queer Theory: This theory challenges traditional notions of gender and sexuality. It explores
the fluidity of gender identities and sexual orientations, highlighting that they exist on a
spectrum rather than within strict binary categories.

2. Intersectionality: This theory, proposed by Kimberlé Crenshaw, emphasizes how various social
identities (such as gender, race, class, sexuality, ability, etc.) intersect and interact, shaping
individuals' experiences of privilege and oppression. It acknowledges that these identities are
interconnected and cannot be understood separately.

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3. Gender Performativity (from Judith Butler): Judith Butler's theory argues that gender is not
something inherent but is performed and repeated through everyday actions and behaviours.
According to Butler, gender is a social performance rather than a fixed identity.

Go through the following YouTube Video links, link 1, link 2, and link 3, located in Page 1 of learning
unit 1 to learn more on gender theories. Note that these theories when understood can aid sustainable
development and enhance globalization.

2.5. Sustainable Development

Sustainable development is an organizing principle that aims to meet human development goals while
also enabling natural systems to provide necessary natural resources and ecosystem services to
humans. The desired result is a society where living conditions and resources meet human
needs without undermining the planetary integrity and stability of the natural system. Sustainable
development tries to find a balance between economic development, environmental protection,
and social well-being. The Brundtland Report in 1987 defined sustainable development as
"development that meets the needs of the present generation without compromising the ability of future
generations to meet their own needs". The concept of sustainable development nowadays has a focus
on economic development, social development and environmental protection for future generations.
Sustainable development was first institutionalized with the Rio Process initiated at the 1992 Earth
Summit in Rio de Janeiro. In 2015 the United Nations General Assembly (UNGA) adopted
the Sustainable Development Goals (2015 to 2030) and explained how the goals are integrated and
indivisible to achieve sustainable development at the global level. The UNGA's 17 goals address the
global challenges, including poverty, inequality, climate change, environmental degradation, peace, and
justice.

Sustainable development is interlinked with the normative

concept of sustainability. UNESCO formulated a distinction between the two concepts as follows:
"Sustainability is often thought of as a long-term goal (i.e. a more sustainable world), while sustainable
development refers to the many processes and pathways to achieve it." The concept of sustainable
development has been criticized in various ways. While some see it as paradoxical (or as an oxymoron)
and regard development as inherently unsustainable, others are disappointed in the lack of progress that
has been achieved so far. Part of the problem is that "development" itself is not consistently defined.

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In 1987, the United Nations World Commission on Environment and Development released the
report Our Common Future, commonly called the Brundtland Report. The report included a definition
of "sustainable development" which is now widely used:

Sustainable development is a development that meets the needs of the present without compromising
the ability of future generations to meet their own needs. It contains two key concepts within it:
The concept of 'needs', in particular, the essential needs of the world's poor, to which overriding priority
should be given; and
The idea of limitations imposed by the state of technology and social organization on the environment's
ability to meet present and future needs. Sustainable development thus tries to find a balance
between economic development, environmental protection, and social well-being.

2.6. Globalization
Globalization has been a gendered process where giant multinational corporations have outsourced jobs
to low-wage, low skilled, quota free economies like the ready-made garment industry in
Bangladesh where poor women make up the majority of labor force. Despite a large proportion of
women workers in the garment industry, women are still heavily underemployed compared to
men. Most women that are employed in the garment industry come from the countryside of Bangladesh
triggering migration of women in search of garment work. It is still unclear as to whether or not access
to paid work for women where it did not exist before has empowered them. The answers varied
depending on whether it is the employer’s perspective or the workers and how they view their
choices. Women workers did not see the garment industry as economically sustainable for them in the
long run due to long hours standing and poor working conditions. Although women workers did show
significant autonomy over their personal lives including their ability to negotiate with family, more
choice in marriage, and being valued as a wage earner in the family. This did not translate into workers
being able to collectively organize themselves in order to negotiate a better deal for themselves at work.

Another example of outsourcing in manufacturing includes the maquiladora industry in Ciudad Juarez,
Mexico where poor women make up the majority of the labor force. Women in the maquiladora
industry have produced high levels of turnover not staying long enough to be trained compared to men.
A gendered two tiered systems within the maquiladora industry has been created that focuses on training
and worker loyalty. Women are seen as being untrainable, placed in un-skilled, low wage jobs, while

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men are seen as more trainable with less turnover rates, and placed in more high skilled technical
jobs. The idea of training has become a tool used against women to blame them for their high turnover
rates which also benefit the industry keeping women as temporary workers.

2.7. Conclusion
Gender theories collectively present a profound understanding that challenges traditional, fixed notions
of gender. They illuminate the fluidity and multifaceted nature of gender, emphasizing its construction
within societal, cultural, and individual contexts. These theories underline the pivotal role of society in
shaping and perpetuating gender norms while advocating for inclusivity and equality. By recognizing
the intersections of gender with other identities and critiquing systems of oppression, they pave the way
for ongoing conversations and actions aimed at creating more equitable and just societies.

Ultimately, gender theories foster a deeper comprehension of gender diversity, urging us toward a future
where all individuals are respected, empowered, and celebrated irrespective of their gender identity or
expression.

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Week 3
3.1. LEARNING UNIT 3: Historical and Cultural Diversity of Gender

3.2. Introduction
The historical and cultural diversity of gender encompasses a complex detail of identities, expressions,
roles, and experiences that have evolved across time and across different cultures worldwide. Gender,
as a social construct, is deeply intertwined with cultural beliefs, norms, and practices, shaping
individuals' lives and societies' structures. Understanding this diversity requires exploring the ways in
which gender has been conceptualized, perceived, and experienced throughout history and across
various cultural contexts.
Learning outcomes: At the end of this learning unit, you should be able to:

Demonstrate Use the

understanding on
the historical and knowledge to relate well
cultural diversity of with others.
gender constructs.

3.3. What are Gender Stereotypes?

Gender stereotypes are generalized beliefs or assumptions about characteristics, roles, behaviours, and
attributes that society associates with a particular gender. These stereotypes often oversimplify and limit
the understanding of what it means to be masculine or feminine. Here are several key aspects about
gender stereotypes:

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Origins and Formation:

a. Cultural and Social Influence: Gender stereotypes are shaped by cultural norms, societal
expectations, media representations, and historical traditions.
b. Early Socialization: They often begin in early childhood through family, education, media, and
peer interactions, reinforcing specific gender roles and behaviours.

Characteristics and Expectations:

a. Masculine Stereotypes: Traits associated with masculinity often include strength, assertiveness,
independence, and competitiveness.
b. Feminine Stereotypes: Traits linked with femininity typically include nurturing, empathy,
sensitivity, and being passive or emotional.

Impact and Consequences:

i. Limiting Expectations: Gender stereotypes restrict individuals by prescribing specific roles
and behaviours, potentially limiting personal expression and opportunities.
ii. Psychological Effects: They can contribute to self-esteem issues, pressure to conform, and
feelings of inadequacy when individuals do not fit within these stereotypes.
iii. Social Norms: Stereotypes can reinforce unequal power dynamics, leading to
discrimination, sexism, and gender-based biases in various spheres of life, including
education, employment, and social interactions.

Challenges and Change:

a. Activism and Awareness: Advocacy and awareness campaigns seek to challenge and break
down these stereotypes by promoting inclusivity, diversity, and gender equality.
b. Education and Media Representation: Efforts to diversify representation in media and education
aim to provide more accurate and inclusive portrayals of gender identities and roles.
c. Legal and Social Reforms: Policies and initiatives advocate for gender equality in legal rights,
workplaces, and social settings, aiming to reduce the impact of stereotypes and biases.

Understanding and challenging these stereotypes is crucial for fostering a more inclusive society that
respects and values the diverse expressions of gender identity and behaviour. Efforts to dismantle these
stereotypes contribute to creating environments where individuals can express themselves authentically,
free from restrictive expectations based on gender.

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Mechanisms:
a. Media and Popular Culture: Television, movies, advertising, and literature often perpetuate
gender stereotypes by portraying certain behaviours and roles as inherently masculine or
feminine.
b. Language and Communication: Linguistic patterns and societal language norms often reinforce
stereotypes by associating specific traits or occupations with a particular gender. For example,
using terms like "policeman" instead of "police officer" can reinforce gender biases.

Implications in Different Spheres:

a. Education: Stereotypes can affect educational choices and performance, influencing subjects of
study and career paths based on societal expectations.
b. Workplace Dynamics: Gender stereotypes contribute to occupational segregation, unequal pay,
and biased promotion opportunities, affecting workplace culture and dynamics.
c. Parenting and Family Dynamics: Stereotypes influence parenting practices, expectations for
children, and familial roles, perpetuating gender norms within households.

Evolving Perspectives and Challenges:

i. Changing Gender Norms: Shifting societal attitudes challenge traditional gender roles,
encouraging greater acceptance of diverse gender expressions and identities.
ii. Legal Reforms: Legal frameworks advocate for equal rights and protections regardless of
gender, aiming to mitigate the impact of stereotypes in various domains.
iii. Youth and Education Initiatives: Educational programs and initiatives promote critical
thinking about gender stereotypes and encourage discussions on gender equality from an
early age.

Future Directions:
i. Continued Advocacy: Sustained efforts in advocacy, education, and policy-making are
essential for addressing and dismantling harmful gender stereotypes.
ii. Promoting Inclusivity: Creating inclusive environments that celebrate diverse gender
expressions and identities fosters greater acceptance and understanding within
communities.

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Challenging and dismantling gender stereotypes is an ongoing process that requires multifaceted
approaches at individual, societal, and institutional levels to create a world where individuals are free to
express their gender identity authentically, without fear of judgment or limitations based on stereotypes.

Go through this Wikipedia link, to learn more on gender stereotypes.

Now that you are able to demonstrate understanding of gender stereotype, it is imperative that you are
able to differentiate between Stereotypes and gender roles.

Table 3.1: Here's a tabular breakdown to highlight the key differences between gender roles and
stereotypes:
Gender Roles Gender Stereotypes
Societal expectations & norms Generalized beliefs or assumptions
Dictate behaviours, attitudes, etc. Associated traits, roles, behaviours
Vary across cultures & periods Oversimplified, can be harmful
Examples: men as breadwinners Examples: women as emotional, men as aggressive
Division of labor & responsibilities Contribute to societal norms and expectations
Can differ based on cultural norms Can lead to discrimination or unfair treatment

This table highlights the distinctions between gender roles and gender stereotypes, showcasing how one
pertains to societal expectations while the other involves generalized beliefs and assumptions about
gender-related traits and behaviours.

3.4. Race, Class and Disability

Race, class, and disability can all be used as means to stereotype individuals or groups in various ways:
RACE
Stereotyping based on race involves making assumptions about individuals or groups based on their
perceived racial characteristics. This can lead to generalizations and prejudices about people's
behaviour, abilities, intelligence, or cultural practices. For example, the stereotype that all members of
a certain race are lazy or unintelligent can lead to discrimination in employment, education, or other
opportunities.

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CLASS
Stereotyping based on class involves making assumptions about individuals or groups based on their
socioeconomic status. This can include judgments about wealth, education, occupation, or lifestyle.
For instance, there might be stereotypes that people from lower socioeconomic classes are lazy,
uneducated, or prone to criminal behaviour, while those from higher classes are seen as more educated,
hardworking, and morally upright.
DISABILITY
Stereotyping based on disability involves making assumptions about individuals or groups based on
their physical or mental abilities. This can lead to misconceptions about a person's capabilities,
independence, or intelligence. Examples include assuming that all individuals with disabilities are
unable to work, contribute to society, or have fulfilling relationships. It can also involve pity or
infantilization, where individuals with disabilities are seen as objects of charity rather than as fully
capable human beings.

These stereotypes can be perpetuated through media representation, societal attitudes, and institutional
practices. They can result in discrimination, prejudice, and unequal treatment for individuals or groups
based on their race, class, or disability. It's important to recognize and challenge these stereotypes to
promote equality, inclusion, and social justice.

3.5. Conclusion
As we navigate the intricate web of human perceptions, it becomes evident that stereotypes, while
tempting shortcuts, are double-edged swords. They simplify the complex, yet often at the cost of truth
and individuality. Unshackling ourselves from these preconceived notions is the key to unlocking a
world of authentic understanding and appreciation for the diverse tapestry of humanity.

Let us embark on a journey of enlightenment, challenging stereotypes at every turn, and paving the way
for a society that thrives on genuine connections and embraces the brilliance of each unique individual.
Together, let’s rewrite the narrative, shaping a future where understanding transcends labels and where
diversity reigns supreme, enriching our collective human experience.

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Week 4
4.1. LEARNING UNIT 4: Cross-cultural perspectives on
gender

4.2. Introduction
"Embarking on an exploration of cross-cultural perspectives on gender is to journey through a tapestry
of diverse beliefs, social constructs, and expressions that shape the very fabric of human identity. This
multifaceted inquiry transcends boundaries, unveiling a profound mosaic of traditions, norms, and
values that define and redefine the roles, expectations, and significance attributed to gender across
civilizations and societies.

In this intricate study, we navigate the intricate interplay between culture, history, and societal
frameworks, unveiling the rich spectrum of gender identities, roles, and expressions that exist beyond
the confines of singular perspectives. Through this lens, we delve into the nuanced interconnections
between cultural heritage, power dynamics, and the fluidity of gender, unravelling how these elements
intertwine and manifest in various cultural landscapes.

Examining cross-cultural perspectives on gender invites us to challenge preconceived notions, fostering

a deeper understanding and appreciation of the intricacies within and between societies. It prompts
critical inquiry into the ways in which traditions, belief systems, and societal norms influence the
perception and treatment of gender, paving the way for meaningful dialogues that transcend boundaries
and foster inclusivity and acceptance.

As we embark on this enlightening journey, we embrace the complexities, differences, and

commonalities that enrich our comprehension of gender diversity across cultures. Through rigorous
analysis, respectful engagement, and an open-minded approach, we seek not only to comprehend but to
celebrate the myriad ways in which cultures shape and redefine the spectrum of gender identities and
expressions, honouring the plurality and richness of human existence."

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Learning outcomes: At the end of this learning unit, you should be able to:

4.3. Gender and Development

Gender and development is an interdisciplinary field of research and applied study that implements
a feminist approach to understanding and addressing the disparate impact that economic
development and globalization have on people based upon their location, gender, class background, and
other socio-political identities. A strictly economic approach to development views a country's
development in quantitative terms such as job creation, inflation control, and high employment – all of
which aim to improve the ‘economic wellbeing’ of a country and the subsequent quality of life for its
people. In terms of economic development, quality of life is defined as access to necessary rights and
resources including but not limited to quality education, medical facilities, affordable housing, clean
environments, and low crime rate. Gender and development considers many of these same factors;
however, gender and development emphasizes efforts towards understanding how multifaceted these
issues are in the entangled context of culture, government, and globalization. Accounting for this need,
gender and development implements ethnographic research, research that studies a specific culture or
group of people by physically immersing the researcher into the environment and daily routine of those

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being studied, in order to comprehensively understand how development policy and practices affect the
everyday life of targeted groups or areas.

The Gender and Development (GAD) approach focuses on the socially constructed differences between
men and women, the need to challenge existing gender roles and relations, and the creation and effects
of class differences on development. This approach was majorly influenced by the writings of academic
scholars such as Oakley (1972) and Rubin (1975), who argue the social relationship between men and
women has systematically subordinated women, along with economist scholars Lourdes Benería and
Amartya Sen (1981), who assess the impact of colonialism on development and gender inequality. They
state that colonialism imposed more than a 'value system' upon developing nations, it introduced a
system of economics 'designed to promote capital accumulation which caused class differentiation'

Gender and development pave the way for inclusive growth, advocating for the active participation and
representation of all genders in decision-making processes, economic activities, and community
development initiatives. By prioritizing gender equality as a cornerstone of development efforts,
societies can unlock immense potential, fostering environments where every individual can thrive and
contribute meaningfully to progress.

Since Boserup's consider that development affects men and women differently, the study of gender's
relation to development has gathered major interest amongst scholars and international policymakers.
The field has undergone major theoretical shifts, beginning with Women in Development (WID),
shifting to Women and Development (WAD), and finally becoming the contemporary Gender and
Development (GAD). Each of these frameworks emerged as an evolution of its predecessor, aiming to
encompass a broader range of topics and social science perspectives.

Go through this Wikipedia link to learn more on Gender and development.

4.4. Women in Development

Women in development is an approach of development projects that emerged in the 1960s, calling for
treatment of women's issues in development projects. It is the integration of women into the global
economies by improving their status and assisting in total development. However, the priority of

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Women in Development later became concerned with how women could contribute to development of
away from its initial goals of addressing equity. Later, the Gender and development (GAD) approach
proposed more emphasis on gender relations rather than seeing women's issues in isolation.

The validity of the basic assumptions of the WID approach have been criticized by some, while other
consider that it does not go far enough. The latter group says it ignores the larger social processes that
affect women's lives and their reproductive roles. The approach does not address the root causes of
gender inequalities. The Gender and Development (GAD) approach in the 1980s attempted to redress
the problem, using gender analysis to develop a broader view. The approach is more concerned with
relationships, the way in which men and women participate in development processes, rather than
strictly focusing on women's issues.

Go through this YouTube Video link to learn more on Women and Gender Development.

Now that you are able to relate well with the terms Gender and Development and Women in
Development, it is significant that you are able to differentiate between them. Table 1 presents key
differences between Gender and Development and Women in Development.

Table 4.1: Here's a tabular breakdown to highlight the key differences between Gender and
Development and Women in Development:

Aspect Gender and Development Women in Development

Focus Emphasizes the intersection of Focuses primarily on the role and status
gender dynamics of women
Scope Inclusive of all genders, Concentrates on women’s issues
acknowledges diverse identities within development frameworks
Approach Addresses inequalities, power Directly addresses women's
dynamics, and social norms empowerment and participation
Perspective Considers gender as a social Primarily focuses on women’s
construct affecting both sexes inclusion in development

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Objectives Strives for gender equality and Aims to integrate women into
dismantling gender biases economic and social spheres
Intersectionality Recognizes intersections of gender Focuses on gender-specific issues
with other identities women face
Inclusivity Advocates for equal opportunities Specifically targets women's
for all genders advancement and empowerment
Holistic Envisions comprehensive societal Centres on enhancing the status of
Development transformation women in development

While both Gender and Development and Women in Development aim for inclusivity and progress, the
former takes a broader, more holistic approach by addressing gender dynamics across all identities,
while the latter specifically centres on the role and empowerment of women within development
frameworks.

Go through this YouTube video link to learn more on the differences between GAD and WID!

4.5. Colonization and Migration

Colonization and migration have played complex and multifaceted roles in the context of women and
development. While the impacts vary significantly depending on historical, cultural, and socio-
economic factors, several general trends and patterns can be observed:
Economic Exploitation and Displacement: Colonization often led to economic exploitation of both
men and women in colonized regions. Women, however, often faced unique forms of exploitation,
including forced labour, sexual exploitation, and the disruption of traditional roles and responsibilities.
Migration resulting from economic pressures or displacement due to colonization could exacerbate
these issues, leading to further marginalization of women.

Cultural Transformation and Gender Roles: Colonization frequently brought about significant
cultural changes in colonized societies. Traditional gender roles and power dynamics could be disrupted,
sometimes leading to shifts in the status and roles of women. Migration, whether forced or voluntary,
can similarly disrupt established gender norms and roles, sometimes providing opportunities for women

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to challenge traditional constraints, but also exposing them to new forms of discrimination and
exploitation.

Access to Education and Healthcare: Colonization and migration have influenced women's access to
education and healthcare. While colonial powers sometimes introduced educational and healthcare
systems, these were often unequal and limited in scope, particularly for women. Migration can provide
opportunities for access to better education and healthcare services, but it can also present barriers due
to language, cultural, and socio-economic differences.

Empowerment and Agency: Colonization and migration have had complex effects on women's
empowerment and agency. While some women may find new opportunities for economic independence
and social mobility through migration, others may experience increased vulnerability to exploitation
and violence. Similarly, colonization could sometimes disrupt traditional power structures, providing
avenues for women to assert greater agency, but it could also reinforce patriarchal systems and norms.

Political Participation and Representation: Colonization often marginalized indigenous political

systems and leadership, limiting women's participation and representation in governance structures.
Migration can similarly affect women's political participation, as they may face barriers to citizenship,
voting rights, and participation in decision-making processes in their new communities.

Transnational Connections and Solidarity: Migration can create transnational networks and
connections among women, facilitating the exchange of ideas, resources, and support. Similarly, the
shared experiences of colonization and its legacies can foster solidarity among women across different
regions and cultures, leading to collective efforts for social, economic, and political change.

Overall, the roles of colonization and migration in women and development are complex and
interconnected, shaping women's experiences in diverse ways and highlighting the importance of
addressing intersecting forms of inequality and discrimination in development efforts

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4.6. Conclusion
In summary, equality, inclusion, and societal advancement are all interwoven in the complex fabric of
gender and development. This dynamic framework symbolises a transformative path towards a more
equitable and peaceful world since it is built upon the foundations of recognising and addressing varied
gender dynamics.
The fundamental idea behind gender and development is that all people should have equal access to
opportunity, rights, and dignity, regardless of their gender. In favour of a society in which a variety of
gender identities can grow unhindered, it fights for the removal of obstacles, prejudices, and structural
injustices that impede progress. By acknowledging the intrinsic value and potential of each person, this
worldview breaks down barriers.

It promotes an all-encompassing strategy that elevates marginalised voices and guarantees their full
involvement in the advancement of society by embracing intersectionality and recognising the intricate
interactions between gender and other aspects of identity.
The pursuit of gender and development is more than just a goal; it is a continuous effort to create
conditions that support inclusivity, promote variety, and allow people to reach their greatest potential.
As we manoeuvre through the intricacies of this changing environment, let us uphold the values of
fairness, compassion, and cooperation. Persist in planting the seeds of transformation so that we might
grow a society in which gender is no longer a barrier but rather a unifying factor that enhances the fabric
of humans.

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Week 5

5.1. LEARNING UNIT 5: Gender Representation

5.2. Introduction
This session will start a dialogue that is highly relevant to the efforts being made to achieve fairness,
inclusivity, and balanced representation in the world. The United Nations, a symbol of global
collaboration and advancement, is dedicated to realising the goal of having representation in its
leadership, which is a crucial goal that reflects the core of gender equality and parity.
Making sure that a significant portion of women occupy leadership roles in their workplaces is the
essential objective at the core of this aim. This pledge demonstrates a strong commitment to supporting
inclusiveness in governance and decision-making, as well as to elevating voices and cultivating various
viewpoints.

Equality and justice are two ideals that the UN has fought for throughout its existence. Currently, the
organization's dedication is being demonstrated in concrete ways as more is being done to ensure that
women and men are fairly represented in all areas of its operations, including leadership.
Together, we recognise the transformative power of different viewpoints in influencing global agendas
and projects, in addition to the necessity of gender equality.

As we engage in conversations about this important issue, let's take a moment to consider the importance
of representation and how it embodies a larger commitment to building a world in which every person,
regardless of gender, is empowered and their voice heard.

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5.3. Learning outcomes: At the end of this learning unit, you should be able to:

5.4. Gender Equity

Gender Equity refers to fairness and justice in the distribution of resources, opportunities, and treatment,
accounting for the diverse needs and circumstances of individuals. It acknowledges that different people
may require different levels of support to achieve the same outcome and aims to address systemic and
structural barriers that create unequal starting points.

In essence, equity recognizes that fairness may require different treatment or support to achieve equal
outcomes, particularly when individuals or groups face systemic disadvantages or discrimination.
Equity strives to level the playing field by addressing underlying inequalities. Gender equity is the
process of being fair to women and men. To ensure fairness, strategies and measures must often be
available to compensate for women's historical and social disadvantages that prevent women and men
from otherwise operating on a level playing field. Equity leads to equality.

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5.5. Why does Equity matter?

Equity matters because it fosters fairness, inclusivity, and justice within societies, aiming to address
systemic barriers and ensure that everyone has access to the same opportunities and outcomes,
regardless of their background or circumstances. Here's why equity is crucial:

1. Fairness and Justice: Equity promotes fairness by acknowledging and addressing historical,
social, and economic disparities that result in unequal starting points for individuals or groups.
It strives to rectify these imbalances and create a more just society.
2. Inclusivity and Diversity: Equity recognizes the diversity of experiences, needs, and
circumstances among different individuals and groups. It aims to create environments that
embrace this diversity and provide tailored support to ensure everyone can participate fully and
contribute their unique perspectives.
3. Breaking Systemic Barriers: Equity targets systemic and structural barriers that perpetuate
inequality, discrimination, and exclusion. It addresses root causes, such as poverty,
discrimination, unequal access to resources, and biases, to create more equitable opportunities
for all.
4. Optimal Utilization of Talent and Potential: When equity is prioritized, all individuals have the
opportunity to thrive and reach their full potential. By providing equitable access to education,
employment, healthcare, and resources, societies can benefit from the diverse talents and
contributions of all their members.
5. Social Cohesion and Stability: Equity contributes to a more cohesive and stable society by
reducing disparities that can lead to social unrest, tension, or marginalization. It fosters a sense
of belonging and shared responsibility among all members of society.
6. Long-term Benefits: Investing in equity yields long-term benefits for society. It can lead to
improved health outcomes, increased economic productivity, and stronger communities,
ultimately contributing to sustainable development and a more prosperous society for all.

Ultimately, equity is essential for creating a world where everyone has the opportunity to succeed and
live a dignified life, regardless of their background or circumstances. Prioritizing equity ensures that

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individuals are not held back by factors beyond their control and that everyone can contribute to and
benefit from societal progress.
Go through this link from Interaction Institute for Social Change to learn more from the photographic
representation of Equality and Equity.

5.6. Gender Equality

Gender equality, also known as sexual equality or equality of the sexes, is the state of equal ease of
access to resources and opportunities regardless of gender, including economic participation and
decision-making; and the state of valuing different behaviours, aspirations and needs equally, regardless
of gender.

There has been criticism from some feminists towards the political discourse and policies employed in
order to achieve the above items of "progress" in gender equality, with critics arguing that these gender
equality strategies are superficial, in that they do not seek to challenge social structures of male
domination, and only aim to improve the situation of women within the societal framework of
subordination of women to men, and that official public policies (such as state policies or international
bodies policies) are questionable, as they are applied in a patriarchal context, and are directly or
indirectly controlled by agents of a system which is for the most part male.

It is the vision that men and women should be treated equally in social, economic and all other aspects
of society, and to not be discriminated against on the basis of their gender. Gender equality is one of the
objectives of the United Nations Universal Declaration of Human Rights.

Go through this Wikipedia text link to learn more on Equality and Equity.

Now that you are able to relate well with the terms Gender Equity and Equality, it is significant that you
are able to differentiate between them. Table 1 presents key differences between Gender Equity and
Gender Equality.

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Table 4.1: Here's a tabular breakdown to highlight the key differences between Gender Equity and
Gender Equality:

While equality focuses on treating everyone the same, equity centres on fairness by recognizing and
addressing the diverse needs and circumstances of individuals or groups to ensure an equal outcome or
opportunity.
Go through this YouTube video link to learn more on the UN vision for a gender equal world!

5.7. Culture and Tradition in Shaping Representation

Culture and tradition play significant roles in shaping gender representation by influencing societal
norms, values, and expectations related to gender roles and identities. Here are several key ways in
which culture and tradition impact gender representation:

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Socialization: From an early age, individuals are socialized into specific gender roles based on cultural
norms and traditions. This socialization process teaches individuals how they are expected to behave,
what roles they should fulfil, and what characteristics are considered appropriate for their gender.

Gender Norms and Expectations: Culture and tradition often dictate what is considered acceptable
behaviour for individuals based on their gender. This can include expectations related to career choices,
family responsibilities, emotional expression, and more. For example, some cultures may expect men
to be breadwinners and women to be caregivers, reinforcing traditional gender roles.

Media and Representation: Culture influences the portrayal of gender in media, entertainment, and
other forms of popular culture. Stereotypical representations of gender in movies, television shows,
advertisements, and other media can reinforce traditional gender norms and expectations or challenge
them, depending on the cultural context.

Language and Discourse: The language used within a culture can reflect and perpetuate gender
stereotypes and hierarchies. For example, certain languages may have grammatical rules that assign
gender to nouns or pronouns, reinforcing the idea of a binary gender system. Additionally, the way
people talk about gender-related issues can reflect cultural attitudes and beliefs about gender roles.

Religion and Spirituality: Religious and spiritual beliefs often influence attitudes toward gender and
sexuality. Some religious traditions may have specific teachings about the roles and responsibilities of
men and women, which can shape gender representation within those communities.

Cultural Practices and Rituals: Cultural practices and rituals can also reinforce gender roles and
identities. For example, coming-of-age ceremonies or rites of passage may be gender-specific and
reinforce traditional notions of masculinity and femininity.

Resistance and Change: While culture and tradition can be powerful forces in shaping gender
representation, they are not static. Cultural norms and traditions evolve over time, and there are often
individuals and movements within cultures that challenge traditional gender norms and seek to create
more inclusive representations of gender.

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Overall, culture and tradition play a complex and multifaceted role in shaping gender representation,
influencing everything from individual behaviour to societal institutions. Understanding these dynamics
is crucial for addressing gender inequality and promoting more inclusive and equitable societies.

5.8. Conclusion
To sum up, the endeavours towards gender parity and justice are essential cornerstones in the goal of an
equitable, reasonable, and comprehensive community. Gender equality is a fundamental goal towards
eliminating systemic discrimination and promoting parity between different genders. It is based on the
idea that people of all gender identities should have equal access to opportunities, rights, and treatment.

However, equity goes beyond just treating everyone equally; it aims to eliminate systemic impediments
and correct historical, social, and economic injustices. It aims to customise resources and assistance to
meet a range of needs and situations, creating an environment where everyone can prosper in the end.

Gender equality and equity intertwine to create a fabric of societal progress, empowerment, and dignity.
These are the fundamental pillars that propel societies' transformation rather than just lofty ideals. By
upholding these values, we open the door to a society in which every individual, regardless of gender,
has access to equal opportunities, is free from discrimination, and is free to develop to the utmost extent
possible and add to the fabric of mankind.

Let us preserve the principles of justice, fairness, and inclusivity as we negotiate the difficulties of
society development. Let's keep working towards gender parity and equity, establishing conditions in
which every person's opinion is respected, their voice heard, and their power acknowledged, building a
society that genuinely reflects justice and equality for everyone.

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Week 6
6.1. LEARNING UNIT 6: Implications of gender
6.2. Introduction
Gender implications are not only social constructions; rather, they are influential factors that shape both
our personal and cultural narratives. They are ingrained in our institutions, cultures, and interpersonal
relationships, shaping opportunities, impediments, and perceptions that affect every aspect of our lives.
Acknowledging these ramifications forces us to face ingrained prejudices in our systems, prejudices
that show up as unequal access to justice, healthcare, work, and education. As change agents, it is our
responsibility to tear down these obstacles and create an environment in which equality flourishes.

Let's be aware of our responsibilities as we begin this conversation: to empower, to advocate, and to
build spaces where all genders are respected, valued, and given opportunities. We discover innovation,
resiliency, and the real meaning of development when we combine different points of view.

Learning outcomes: At the end of this learning unit, you should be able to:

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6.3. What is the political, economic and social implication of gender?

Gender Inequalities in Political Representation and Participation: These disparities might have an
impact on decisions and policies. Diverse viewpoints that represent the interests and worries of
various genders are encouraged when diversity in representation is upheld.
The influence of gender on policy priorities is evident. The gender composition of political entities
may influence the amount of attention given to issues including healthcare, education, gender-based
violence, and reproductive rights.

Empowerment and Rights: Gender roles can be either disadvantaged or privileged by political
systems. A just and inclusive society must guarantee equal rights and opportunities for political
engagement.

Labour Force Participation: Roles in the labour force are frequently determined by gender norms,
which has an impact on employment prospects. By utilising the abilities and skills of both genders,
promoting equal participation can accelerate economic progress.
Pay difference and Economic Disparities: In many nations, there is still a gender pay difference,
which has an effect on economic equality. Reducing these disparities can result in a fairer allocation
of resources and income.

Entrepreneurship and Innovation: Promoting gender diversity in these fields can open doors to new
ideas and viewpoints, which in turn fosters innovation and economic growth.
Education and Resource Access: Due to gender prejudices, there may be fewer prospects for
economic advancement in terms of education and resource access. Ensuring equitable access has
the potential to improve human capital and foster economic expansion.

Gender Roles and Expectations: Depending on a person's gender, societies frequently have distinct
expectations for their actions, roles, and duties. These social conventions can stifle personal
expression and opportunity, which can have an impact on how people live their lives.

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Stigma and Gender Stereotypes: People who don't fit the mould of what is seen "appropriate" for a
given gender may face stigma and prejudice as a result of these stereotypes. Self-esteem and mental
health may be impacted by this.

Access to Education and possibilities: Depending on a person's gender, societies may place varying
priorities on educational possibilities. Due to conventional gender roles, women and girls may
encounter more obstacles to employment and education.

Well-being and Health: Gender norms have an impact on reproductive rights, general well-being,
and access to healthcare. For example, because of societal expectations of stoicism, men may be
reluctant to seek mental health treatment.

By questioning established gender conventions, people can become more empowered and be able
to express themselves and make contributions to society without being constrained by their gender.
In order to promote more varied, inclusive, and egalitarian societies where people are free to express
their identities and give back to their communities without encountering prejudice or restrictions
based on their gender, it is imperative that we recognise and address these social, political and
economic implications of gender.
Go through this YouTube video link to learn more on the implication of gender (Sustainable
Development Goal)!

6.4. Mitigating implications of Gender constructs?

Mitigating the implications of gender constructs involves concerted efforts to challenge and change
societal norms, attitudes, and systems that perpetuate gender inequalities. That can be done through
a holistic approach we call Gender Mainstreaming.

Gender Mainstreaming a gender perspective is the process of assessing the implications for
women and men of any planned action, including legislation, policies or programmes, in all areas
and at all levels. It is a strategy for making women's as well as men's concerns and experiences an
integral dimension of the design, implementation, monitoring and evaluation of policies and

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programmes in all political, economic and societal spheres so that women and men benefit equally
and inequality is not perpetuated. The ultimate goal is to achieve gender equality.

The goal of mainstreaming is to make sure that a particular issue—like disability rights, gender
equality, or environmental sustainability—is included into all policies, programmes, and activities
rather than being handled as a stand-alone or isolated issue. The following are important
mainstreaming principles:

Cross-Sector Integration: Rather than treating a particular issue—like gender equality—as a stand-
alone subject, mainstreaming entails incorporating it into a variety of industries and fields of
endeavour, including governance, health, education, and the economy.

Alignment of Policies: Ascertain conformity with overarching strategies and policies. Policies and
programmes at all levels (local, national, and worldwide) must include the guiding principles and
objectives pertaining to the particular issue in order to be considered mainstreamed.

Inclusivity and Participation: Promote the active involvement of a range of stakeholders in decision-
making processes, including those who are impacted by the problem. This guarantees that various
viewpoints are taken into account during the creation and application of policies.

Building Capacity: Train decision-makers, implementers, and other stakeholders so they can
successfully incorporate the issue into their work. This include increasing awareness, developing
skills, and disseminating knowledge.

Evidence-Based and Data-Based Approach: Make decisions and develop policies based on facts
and evidence. Understanding the impact of the problem and creating successful responses are made
easier by gathering and assessing pertinent data.
Allocating Resources: Ensure that sufficient financial and human resources are set aside to aid in
mainstreaming initiatives. This covers the financial resources, personnel, and facilities needed to
carry out plans and initiatives successfully.

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Monitoring and Assessment: Put in place systems to keep an eye on and assess development.
Frequent evaluation assists in evaluating the success of mainstreaming initiatives and provides
guidance for any necessary alterations or enhancements.

Accountability and Commitment: Make people, groups, and institutions answerable for
mainstreaming the problem. Establish precise roles and procedures for progress reporting.
Long-term Viewpoint: The process of mainstreaming is ongoing and takes time. In order to produce
long-lasting effects and institutionalise reforms, persistent dedication and efforts are necessary.

Through adherence to these principles, mainstreaming guarantees the comprehensive integration of

issues such as disability rights, gender equality, and environmental sustainability into policies and
actions, ultimately promoting a more equitable and inclusive society.

Go through this YouTube link to learn more on Gender Mainstreaming!

6.5. Conclusion
Gender has broad and complex ramifications that affect many facets of society, such as politics,
economy, health, education, and interpersonal relationships. Comprehending these consequences is
crucial in tackling the obstacles presented by gender imbalances and striving for a fairer and more
comprehensive global community.

The implications of gender constructions have a wide range of repercussions, from social expectations
to health outcomes, from political representation to economic prospects. Nonetheless, there are ways to
lessen these effects, like raising awareness and education, passing laws that are helpful, dispelling
myths, encouraging inclusivity, and involving a variety of stakeholders.

Comprehensive efforts are needed to lessen the effects of gender, encompassing not just changes in
policy but also changes in society attitudes and behaviours. Societies can endeavour to destroy negative
preconceptions and build a more just, equitable, and successful future for all by promoting gender
equality, fostering inclusive environments, and empowering people of all genders.

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Week 7
7.1. LEARNING UNIT 1: Gender-Based Violence

7.2. Introduction
Gender-based violence is a harrowing reality, a profound issue entrenched in society's fabric. It's the
stark manifestation of power imbalances, perpetuated by deeply ingrained norms and beliefs
surrounding gender roles. This form of violence spans a spectrum, encompassing physical, sexual,
emotional, and economic abuses inflicted upon individuals solely because of their gender identity or
expression. From domestic violence to systemic discrimination, it manifests in various forms, casting a
shadow over the lives of countless individuals worldwide. Tackling this issue requires a concerted
effort—reforming attitudes, advocating for equality, and ensuring robust support structures for
survivors. It's a critical battleground where social awareness, legal frameworks, and community
empowerment converge to drive lasting change and create a world free from the scourge of gender-
based violence.

Learning outcomes: At the end of this learning unit, you should be able to:

Identify the visible and invisible forms of

violence, and characteristics of abusive
relationships.

To create awareness around Gender

Based Violence.

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7.3. What is Gender-Based Violence?

GBV is defined by the UN as an umbrella term “for any harmful act that is perpetrated against a
person’s will and that is based on socially ascribed (gender) differences between females and
males.”

In other words, GBV is usually characterized by physical, sexual, mental, or economic harm forced
on a person, usually a woman or girl, and includes sexual harassment and violence, female genital
mutilation, child marriage, psychological abuse, and controlling behaviors.

It goes against gender equality for women and girls but rather encourages income inequality and
significantly holds back the global fight to reduce poverty and achieve the UN’s Global Goals.

The Gender Equality Commission of the Council of Europe identifies nine forms of violence
against women based on subject and context rather than life cycle or time period:

➢ 'Violence within the family or domestic violence'

➢ 'Rape and sexual violence'
➢ 'Sexual harassment'
➢ 'Violence in institutional environments'
➢ 'Female genital mutilation'
➢ 'Forced marriages'
➢ 'Violence in conflict and post-conflict situations'
➢ 'Killings in the name of honour'
➢ 'Failure to respect freedom of choice with regard to reproduction'

Go through this text link to learn more on Gender-Based Violence.

Now that you are able to demonstrate understanding on Gender-Based Violence, it is imperative that
you are able to do the activity below.

7.4. VISIBLE AND INVISIBLE FORMS OF GBV

Gender-based violence (GBV) encompasses a wide range of harmful behaviours directed at individuals
based on their gender or perceived gender. These forms of violence can be categorized into visible and
invisible forms:

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VISIBLE GENDER-BASED VIOLENCE:

Physical Violence: This includes acts such as hitting, punching, kicking, or any other physical harm
inflicted on someone based on their gender. This form of violence is often visible through physical
injuries or scars.

Sexual Violence: Sexual violence involves any form of non-consensual sexual activity, including rape,
sexual assault, sexual harassment, and coercion. It can result in physical injuries as well as psychological
trauma.

Verbal or Emotional Abuse: Verbal or emotional abuse involves using words, tone, or behaviour to
control, intimidate, or degrade someone based on their gender. This can include threats, insults,
humiliation, and manipulation.

Financial Abuse: Financial abuse occurs when someone controls another person's financial resources
or prevents them from accessing money or assets, often as a means of exerting power and control within
a relationship.

Stalking: Stalking involves unwanted and repeated attention, harassment, or surveillance directed at an
individual, often causing fear and distress.

INVISIBLE GENDER-BASED VIOLENCE:

Psychological Violence: Psychological violence refers to the use of psychological tactics to control,
manipulate, or intimidate someone based on their gender. This can include gas lighting, undermining
self-esteem, and emotional manipulation.

Social Exclusion: Social exclusion occurs when someone is marginalized or excluded from social
activities, networks, or opportunities based on their gender identity. This can lead to feelings of isolation
and alienation.

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Micro-aggressions: Micro-aggressions are subtle, often unintentional actions or comments that

communicate derogatory or negative messages about someone's gender identity. These can include
stereotypes, assumptions, or dismissive remarks.

Digital Violence: Digital violence involves using technology, such as social media, online harassment,
cyberstalking, or the distribution of intimate images without consent, to perpetrate harm based on
someone's gender.

Institutional Violence: Institutional violence refers to the ways in which institutions, such as
government agencies, law enforcement, healthcare systems, and educational institutions, perpetuate or
tolerate gender-based discrimination and harm through policies, practices, or inaction.

Both visible and invisible forms of gender-based violence have serious and long-lasting impacts on
individuals' physical, emotional, and psychological well-being. It's essential to recognize and address
all forms of GBV to create safer and more equitable societies for everyone

7.5. Conclusion
Gender-based violence is a pervasive issue that demands urgent attention and collective action. By
raising awareness, promoting education, fostering supportive environments, and advocating for policy
changes, we can work together to create a world where every individual, regardless of gender, lives free
from violence and discrimination. It's a shared responsibility to dismantle the root causes and build a
future founded on equality, respect, and safety for all.

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8.0. References and Suggested Further Reading

1. "The International Economic Development Council's Economic Development Reference
Guide" (PDF). International Economic Development Council. Archived from the
original (PDF) on 18 November 2017. Retrieved 28 November 2018.

2. Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: Explaining

and reducing children\'s social stereotyping and prejudice. Current Directions in
Psychological Science, 16(3), 162–166. doi: 10.1111/j.1467-8721.2007.00496.x
3. Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: Explaining
and reducing children\'s social stereotyping and prejudice. Current Directions in
Psychological Science, 16(3), 162–166. doi: 10.1111/j.1467-8721.2007.00496.x
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