Gender Equality showcase

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<strong>Gender</strong> <strong>Equality</strong><br />

through citizenship

The World Health Organisation<br />

describes gender as referring to ‘the<br />

socially constructed roles, behaviours,<br />

activities, and attributes that a given<br />

society considers appropriate for men<br />

and women.’<br />

Citizenship can be viewed as being<br />

about a feeling (identity), a status<br />

(rights) and a practice (taking action).

Year 6 children, explored how gender<br />

roles and expectations influence identity<br />

and rights. The hope being that this will<br />

inspire pupils to take action to question<br />

norms and dominant masculinities to<br />

bring about greater gender equality.<br />

This is linked to Sustainable Development<br />

Goal 5 which aims to achieve gender<br />

equality and empower all women & girls.

Over the past few years, The Leys Primary School has<br />

collaborated with students in Nepal and this current<br />

work on gender equality was prompted by learning<br />

about the Girls Empowerment and Mainstreaming<br />

Sustainability (GEMS) project. It is implemented by<br />

Aasaman Nepal and jointly funded by the British<br />

Council and UK Aid through VSO’s ACTIVE programme.<br />

The project aims to create lasting change by<br />

promoting inclusivity and equitable development in<br />

the country. It places a strong emphasis on advancing<br />

girls' education, enhancing healthcare accessibility,<br />

and empowering women and girls.

What do we already know<br />

about expectations around<br />

gender roles and identities and<br />

what do we feel about this?

Pupils in this lesson:<br />

• considered gender identities and roles<br />

• separated adjectives, jobs, domestic duties<br />

and childcare responsibilities into sets of<br />

men, women or both men and women<br />

• carried out sentence completion exercises,<br />

individually and in single sex groups, to<br />

consider how expectations around gender<br />

roles impact on their lives and those of<br />

their peers.

Adjectives<br />

Groups comprised of<br />

all girls felt all the<br />

adjectives provided<br />

could apply to both<br />

men and women.

For groups that were made up of both boys and girls or boys only,<br />

there were some adjectives that were felt to be gender specific.

Jobs<br />

All-girl groups<br />

believed the jobs<br />

provided could apply<br />

to both men and<br />

women equally.

2 out of 3 groups<br />

that were made up of<br />

both boys and girls or<br />

boys only, felt there<br />

were some jobs that<br />

were gender specific.

Domestic roles<br />

All of the girl groups plus<br />

1 out of 3 mixed groups,<br />

felt the domestic roles<br />

could apply to both men<br />

and women equally.

The one boy group plus<br />

2 out of 3 mixed groups,<br />

felt some of the<br />

domestic roles were<br />

gender specific.

Childcare<br />

This was the first<br />

category where an<br />

all-boys group felt<br />

that the different<br />

tasks could apply to<br />

both men and<br />

women equally.

Interestingly, this was also the first category where an<br />

all-girls group felt that some of the tasks were gender<br />

specific with the majority being assigned to women.

The last Venn Diagram was discussed as a whole class and the<br />

students came up with the following possible explanations:<br />

• Some dads work long hours so are not around to help with chores<br />

• Some children are cared for by a single parent<br />

which is often their mum<br />

• Mums know individual family preferences<br />

(e.g. food) better than dads do<br />

• People conform to historic stereotypes

<strong>Gender</strong> equality and empowerment

The students then sought to complete the following sentences:<br />

Dress: As a boy/girl I am expected to dress …………………..<br />

Sport: As a boy/girl I am expected to dress …………..<br />

Feeling sad: As a boy/girl when I am feeling sad I am expected to …..<br />

Some of their answers are shared on the next few pages.

The children them moved into single sex groups (with clear class<br />

ground rules set in terms of showing respect and understanding for<br />

each other’s opinions) to answer the following questions:<br />

What we never want to have said, thought, or done, to us or people<br />

in our group again.<br />

What we want the whole world to know about our group.

CREDITS: This presentation template was<br />

created by Slidesgo, and includes icons by<br />

Flaticon, and infographics and images by Freepik

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