Because I am a girl: The State of the World's ... - Plan Deutschland

6 “Boys labour for payment, girls
labour for love” . . . . . . . . . . . . . . . .44
7 Who should care for the baby?
Responsibilities in the home . . . . . .46
Moving Forward – Standing Still
Primary Research, Plan 2011 . . . . .50
Through the lens: family life in
Benin . . . . . . . . . . . . . . . . . . . . . . . . .54
Case studies and definitions
Fundamentalism: reinforcing
traditional gender roles . . . . . . . . . . 35
And how will you remember me,
my child? Redefining fatherhood
in Turkey . . . . . . . . . . . . . . . . . . . . . .38
Proud fathers – sharing the
burden in the Philippines . . . . . . . . . 39
Swedish children take on
Toys R Us . . . . . . . . . . . . . . . . . . . . . 41
Red beans and hard hats – a gender
equal nursery in El Salvador . . . . . . 43
Santhi the work thief (India) . . . . . .48
Parivartan – using sport to change
boys’ attitudes (India) . . . . . . . . . . . 65
Learn without fear . . . . . . . . . . . . . .68
Homophobia: Phillip’s story (UK) . . 69
“Now we know what abuse
means” – boys in schools in India . . 71
Boy Scouts in Pakistan support
girls’ education . . . . . . . . . . . . . . . . . 73
The boy who campaigns for girls
to go to school (Kenya) . . . . . . . . . . 75
Contents
Foreword by Fernando Henrique
Cardoso, former President of Brazil
and member of The Elders . . . . . . . . 9
Section 1 –
Chapter 1
Setting the scene . . . . . . . . . . 10
1 Gender is a boys’ issue too . . . . . . 11
2 A shift in thinking: different
understandings of gender
equality . . . . . . . . . . . . . . . . . . . . . . . 14
3 Why should boys and men
engage with gender equality? . . . . . 19
4 Taking a life cycle approach . . . . .20
5 Stories of change . . . . . . . . . . . . .22
6 Involving boys and young men
for gender equality . . . . . . . . . . . . . 24
Legal framework – working with
boys and men . . . . . . . . . . . . . . . . . . 26
Cohort introduction . . . . . . . . . . . . . 28
Case studies and definitions
Defining ages and stages . . . . . . . . . 13
Gender equality: all about trust
(El Salvador) . . . . . . . . . . . . . . . . . . . 13
Definitions – gender, sex,
patriarchy, masculinity . . . . . . . . . . . 15
A different kind of young man –
Program H . . . . . . . . . . . . . . . . . . . . 16
Pushing the elephant – say no to
violence against women . . . . . . . . . 18
Defining manhood . . . . . . . . . . . . . .22
Promising practice: ‘Ring the Bell’
(India) . . . . . . . . . . . . . . . . . . . . . . . .23
Programming for gender
equality . . . . . . . . . . . . . . . . . . . . . .23
“No one said anything”:
Pascal’s story . . . . . . . . . . . . . . . . . . 24
At school in Guinea-Bissau.
Chapter 2
Learning your place:
discrimination begins
at home . . . . . . . . . . . . . . . . . . . . 32
1 “They only have praise for my
brother” . . . . . . . . . . . . . . . . . . . . . . 33
2 Playing rough – boys’ freedom
also has a downside . . . . . . . . . . . . .34
3 “Following his path” – the
importance of fathers . . . . . . . . . . . 36
4 “Everybody has a penis” – gender
stereotypes in the early years . . . . .40
5 The right start – early childhood
development and gender
equality . . . . . . . . . . . . . . . . . . . . . . .42
R o l a n d G e i s h e i m e r
Chapter 3
Changing our destiny –
learning for life . . . . . . . . . . . .56
1 Introduction: seeing the world
as mine . . . . . . . . . . . . . . . . . . . . . . . 57
Legal framework – access to
education . . . . . . . . . . . . . . . . . . . . .58
2 “School is a good thing” – so what
prevents girls and boys going to
school... and staying there? . . . . . . . 59
3 Quality as well as quantity –
how to teach about gender in
maths lessons . . . . . . . . . . . . . . . . . . 65
4 “I tried to fight him” – violence
in school . . . . . . . . . . . . . . . . . . . . . . 67
5 School matters: “being strong
in their education” . . . . . . . . . . . . . . 72
Case studies and definitions
“Daddy, send me to school!”
(Turkey). . . . . . . . . . . . . . . . . . . . . . .60
Boys are dropping out of school . . .62
Changing schools to change boys’
behaviour (Jamaica) . . . . . . . . . . . . .64
Chapter 4
Becoming a teenager:
listening to adolescents . . . 78
1 Introduction: becoming a man,
becoming a woman . . . . . . . . . . . . . 79
Legal framework: sexual and
reproductive health . . . . . . . . . . . . . 81
2 Boys don’t cry? Young men
and the crisis of connection . . . . . . .83
3 Trusting each other:
relationships and sex . . . . . . . . . . . .86
4 “It’s their problem” – working
against homophobia . . . . . . . . . . . .90
5 Pornography – “only interested
in sex”? . . . . . . . . . . . . . . . . . . . . . . . 92
6 “Real men don’t get sick”
– health and HIV/AIDS . . . . . . . . . . 93
Legal framework: access to
contraceptives and pregnancy
options . . . . . . . . . . . . . . . . . . . . . .100
7 Conclusion: paving the way to
a better world . . . . . . . . . . . . . . . . . 101
Case studies and definitions
Phann’s story (Cambodia) . . . . . . . .82
You need to be tough . . . . . . . . . . .83
When can men cry? Research
with adolescents in Brazil . . . . . . . .84
That’s not us – health and gender
in Mexico . . . . . . . . . . . . . . . . . . . . . 85
“A man comes along and talks
pretty” (El Salvador) . . . . . . . . . . . . . 87
Entre Nós – young people work
together to promote gender
equality (Brazil). . . . . . . . . . . . . . . . .89