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Hold men accountable for their actions Although gender roles and the way men define themselves are socially constructed, each individual man can choose whether or not to act out his male privilege. Consequently, it is important to hold men accountable for their choices and actions, including any violent acts they may have committed, while at the same time encouraging them to change. Violence against women and girls is a crime and a human rights violation. Holding men accountable is fundamental to a rights-based, gender-responsive approach to working with men and boys to end violence against women and girls. Monitor and evaluate programme effectiveness Given the relatively incipient nature of interventions that work with men, careful attention should be paid to monitor and evaluate programmes to assess a programme‟s results, determine how to improve the intervention, and to help build a body of knowledge regarding better and more cost-effective interventions in preventing violence against women and girls. Monitoring and evaluation is also cr itical to ensure that interventions are not causing unintended harm. See the monitoring and evaluation section for guidance on how to monitor and evaluate programmes with men and boys. Additional Core Principles: � The MenEngage Core Principles � The Guiding Principles in the Programming Essentials section of this site. Men and Boys Knowledge Module January 2012 14
PROGRAMME PLANNING AND DESIGN Getting Started Develop a conceptual framework for thinking about men, masculinities and gender relations. What are the key aspects that a conceptual framework to understand masculinities should address? � Commonalities and differences among men and between men and women; � Dominance of specific forms of hegemonic masculinities, in other words, ideals of masculinity (i.e. aggressiveness, strength, ambition) which guarantee the dominant position of some men over others and which promote the subordination of women; � How masculinities are actively constructed; � Notion of a „patriarchal dividend‟ (i.e. the privileges that all men draw upon simply by virtue of being a man); � Costs associated with traditional masculinity to both men and women; � The fact that many men are now aware of gender issues; and � The fact that ideas of masculinities change over time (Ruxton 2004, Connell 1995). For literature that discusses men, masculinities and gender relations, see the following resources: � The AIM Framework Addressing and Involving Men and Boys to Promote Gender Equality and End Gender Discrimination and Violence (Michael Kaufman) Available in English and French. � The Role of Men and Boys in Achieving Gender Equality, Report of the Expert Group Meeting organized by the United Nations Division for the Advancement of Women in collaboration with ILO and UNAIDS, 21-24 October 2003, Brasilia, Brazil. Available from: http://www.un.org/womenwatch/daw/egm/men-boys2003/reports/Finalreport.PDF � The Men‟s Bibliography (compiled by Michael Flood) This is an extensive virtual library on men, masculinities, gender, and sexualities. Available from: http://mensbiblio.xyonline.net/ � Masculinidades y Equidad de Género/Masculinities and Gender Equality This is an extensive virtual library of resources in Spanish. Available from: http://eme.cl/search/label/Biblioteca%20Virtual. Men and Boys Knowledge Module January 2012 15
Page 1 and 2: Men & Boys Principal Author: Alessa
Page 3 and 4: o Developing capacities and skills
Page 5 and 6: MenEngage alliance, for example, co
Page 7 and 8: � A division between men and wome
Page 9 and 10: Make an explicit effort within prog
Page 11 and 12: Use a life-cycle and age-specific a
Page 13: Use language that: � Resonates wi
Page 17 and 18: Make use of effective messengers
Page 19 and 20: ___________________________________
Page 21 and 22: � What does the community think a
Page 23 and 24: � Measures for the assessment of
Page 25 and 26: Tools that can help in the process
Page 27 and 28: Adapting the curriculum involved:
Page 29 and 30: � Recognize that there is a wide
Page 31 and 32: engaging men and boys to address vi
Page 33 and 34: � Making it cool to be non-violen
Page 35 and 36: Example: How Gender Stereotypes Can
Page 37 and 38: Implementing Specific Strategies o
Page 39 and 40: Men As Partners (Engenderhealth, So
Page 41 and 42: o Influencing Policies and Legislat
Page 43 and 44: � Publish a policy analysis toolk
Page 45 and 46: Why are policies that promote men
Page 47 and 48: that fathers must take 10 weeks, ex
Page 49 and 50: Oxfam‟s Gender Equality and Men (
Page 51 and 52: For further information, see the we
Page 53 and 54: � Judges � Prosecutors � Parl
Page 55 and 56: � Stopping Rape: What Male Athlet
Page 57 and 58: � Make the church, temple, mosque
Page 59 and 60: econvened to share information from
Page 61 and 62: � The Role of Religious Communiti
Page 63 and 64: How Men Can Support Survivors (Exce
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her legal advice and telephone coun
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Stopping Rape: What Men Can Do By M
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Group Education What is group educa
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3. Have the courage to look inward.
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� continue their own interests an
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they think and feel, rather than sa
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Common reactions by men when discus
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of sexual violence (Foubert 2000),
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(Hawkins & Zakiya Consulting, 2005
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The South African adaptation of the
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college students to think criticall
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Promote community ownership and sus
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Effective programmes are based on s
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Engage the target audience in progr
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Those in the inner circle can be gi
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Ensure sufficient exposure Evidence
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voices and concerns of women; it co
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partnership with Raising Voices and
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___________________________________
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One of Zero Tolerance‟s main stra
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Use creative cultural strategies Cu
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Men Today, Men Tomorrow ___________
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� Alcohol, Masculinity and Rape
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Promising interventions with adoles
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See a 10-minute video about the wor
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courses in other provinces. The pro
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area of gender and schooling with a
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girls/women. Teachers introduce stu
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espectful, healthy, equal relations
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The Youth Relationships Project was
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� The safety of women and childre
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Active Fatherhood („Paternidad Ac
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o Rural populations Initiatives wor
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Perpetrators/Batterers What are bat
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� Therefore, though it is importa
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Evaluation designs should be method
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and Measures (Smita Vir Tyagi 2003)
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Offer emotional support and profess
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women in intimate relationships. Fa
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Integrated Support Services for par
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such as ethical standards for facil
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MONITORING AND EVALUATION DRAFT Kno
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DRAFT Knowledge Asset on Partnering
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References DRAFT Knowledge Asset on
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