Tag / Gender Equity

by Champions for Change

SDG 5. A Reusable Learning Artefact to Empower the Next Generation by Designing a Gender-Equal Society

In the pursuit of creating a more inclusive and equitable world, it’s crucial that we start with education. The Sustainable Development Goal (SDG) 5 focuses on achieving gender equality and empowering all women and girls. As educators, we have a pivotal role in nurturing an understanding and appreciation for gender equality among our students. To this end, we present an engaging project aimed at students in stages 2 and 3: Designing a Gender-Equal Society. 🌍✨

Project Overview

This reusable learning artefact is crafted to empower students to envision and create models of societies that champion gender equality. Through collaborative group work, students will explore and tackle aspects such as education, employment, and family roles, fostering a holistic understanding of gender equity. The project culminates in students presenting their envisioned societies to their classmates, either through a compelling class presentation or a creative visual representation. 🎨👥

Getting Started

Step 1: Introduction to Gender Equality and Gender Equity

Begin with an interactive session introducing the concepts of gender equality and gender equity. Use videos, articles, and real-life stories to illustrate the importance of equal opportunities for all genders. Encourage students to share their thoughts and questions, creating an open and inclusive dialogue. 📚💬

Step 2: Research and Discussion

Divide the class into small groups, assigning each group to research gender equality and gender equity in different societal aspects—education, employment, and family roles. Encourage them to look at examples from around the world, identifying both positive strides and areas needing improvement. This research phase should culminate in a group discussion where students share their findings and insights. 🌐🔍

Step 3: Designing a Gender-Equal Society

Now, the creative phase begins. Each group will use their research to design a model of a society that promotes gender equality and gender equity. Encourage students to think outside the box, considering innovative solutions to current gender disparities. They should consider:

  • How education systems can support gender equality and gender equity.
  • Ways to ensure equal employment opportunities and fair treatment in the workplace.
  • The role of family dynamics and how they can promote a more equitable society.

Step 4: Presentation

Each group will then present their envisioned society to the class. This can be done through a detailed presentation or a visual representation, such as a poster, model, or digital artwork. Encourage creativity and critical thinking, allowing students to explore various mediums to express their ideas. 🖼️🗣️

Evaluation Criteria

Assess the projects based on creativity, research depth, understanding of gender equality and gender equity, and the feasibility of their proposed solutions. Provide constructive feedback to each group, highlighting strengths and areas for improvement.

Conclusion

This project not only educates students about the importance of gender equality and gender equity but also empowers them to be part of the change. By fostering critical thinking, empathy, and creativity, we’re equipping the next generation with the tools they need to build a more equitable world. Let’s inspire our students to imagine and work towards a society where gender equality and gender equity is not just a goal, but a reality. 🌟💪

#Empowerment #GenderEquality #EducationForAll #SDG5 #FutureLeaders

Read more about SDG 5 here 

Here is a list of resources that can support you:

  1. Department of Education, Australian Government: The Department of Education provides a comprehensive guide to the Sustainable Development Goals (SDGs), including SDG 5, which is focused on gender equality. The guide includes information on the 2030 Agenda for Sustainable Development, which is a global plan of action that links economic, social, and environmental outcomes. The guide also provides links to the Department of Foreign Affairs and Trade and the United Nations Sustainable Development Goals websites1
  2. UNESCO: UNESCO provides a range of resources for educators on SDG 5, including the Teaching and Learning for a Sustainable Future program. This program offers professional development for teachers, curriculum developers, education policy-makers, and education authors2
  3. Participate Learning: Participate Learning provides a blog post with four ways to empower and celebrate women in the classroom using SDG 5. The post includes ideas for incorporating SDG 5 into the classroom, such as creating a gender-neutral classroom environment and encouraging students to think critically about gender stereotypes3
  4. UNSW Sydney: UNSW Sydney is committed to gender equality and demonstrates this through cross-collaborative, globally-leading research targeted at preventing gendered violence and promoting human rights. UNSW Sydney’s Equity, Diversity & Inclusion team provides a range of resources on SDG 5, including information on the United Nations Sustainable Development Goals and how UNSW Sydney is contributing to achieving these goals4
by Action4Agriculture

Meet Alice Burwell who shares a passion to make a difference and fight for gender equity

In partnership with Corteva Agriscience we invited emerging leaders in the agriculture sector to share with us what drives them. We also asked them to tells us if they had a magic wand what would they change in the agriculture sector.

Our guest post today comes from vet in training Alice Burwell. Alice shares a passion to make a difference and fight for gender equity that has been a consistent theme in our 2020 stories

“Wow, you want to be a vet. You must really love animals”.

Yes, this is partly true. But this is only part of my story. I would always make it very clear that I wanted to be a preventive healthcare vet for large farm animals and help livestock farmers set up their businesses in a way that keeps animals healthy and prevent health problems in herds whenever anyone asked, even as a seven-year-old.

Yet as I grew up I found myself having to justify my potential value to the industry because I am a young female?

I  was determined to show female vets are just as enthusiastic about working outdoors with large animals as male vets.

Why should this matter?

If people work hard to gain knowledge they can contribute to industry, they deserve to be treated with respect for their knowledge and contributions regardless of their background, degree or gender.

What do the girls in the pink vests in this image have in common?

Passion is the common denominator, not gender here.  Yes, we are all female. Yes, we are all aspiring rural veterinarians. And the reason we were selected as the student delegates for the Australian Cattle Vets conference in 2020 is because of our burning passion for the livestock industry.

Veterinary science used to be a male dominated sector and I am proud to be part of the generation that is changing this.

Where did this burning passion for the livestock industries stem from? For me, it was the days I would spend growing up helping my father and grandfather in the lambing sheds or feeding calves like these ones

I have always been so determined to make my mark on the livestock industries as a professional and have always had an interest in the wider agricultural sector. The management from paddock to plate and from calf to cow is what excites me. I am becoming a veterinarian so that I can help improve the health, welfare and productivity of our livestock industries through producer education and adoption of new research, at herd levels.

Today veterinarians provide holistic farm services and have broad skills in farm consultancy and management as well as providing technical skills and advice on animal health and welfare.

As a vet I aspire to provide the farmers I work with exceptional value from improvements in animal health and management behind the farm gate as well as support them to optimise the value they get from their farming production systems.

The challenge of showing farmers my  worth is a both a daunting and  exhilarating task. I have studied veterinary science and participated in many extra-curricular activities so that I can play my part in making the agricultural industry sustainable for generations to come. There is nothing more exciting for me than helping producers turn calves into productive, healthy cows that are the building blocks for a producer’s successful business. Regardless of the species, it is the full circle of producing profitable, healthy beef/dairy cattle and sheep in a sustainable and welfare conscious manner that excites me.

As an industry we have many opportunities to showcase our industry is gender inclusive and ensure veterinarians are valued for the diverse skills and knowledge they bring to the farm team.

“As a rural vet you feel connected with the people you work with on farm and you are also an essential part of rural communities. Its a career where you have a strong sense of purpose and you get up everyday knowing you are making a difference”

by Action4Agriculture

Meet Francesca Earp who is hungry for equality

In partnership with Corteva Agriscience we invited young people in agriculture to share with us their journey to a career in the agriculture sector. We asked them to show us what they stood for and if they could wave a magic wand what would they change.

Today we meet Francesca Earp  who shares with us her

  • Belief that gender inclusivity is the future of food security.
  • Young people can contribute to international agriculture
  • Empowering women benefits everyone

The is Francesca’s story ……

In November of 2018, less than a week after my final exam for my undergraduate degree, I packed my bags and moved to Laos. As my friends prepared for a uni free summer, I purchased a pair of zip-off pants. While my classmates worried about their final exam results, I worried about the waterproofing of my steel-capped boots. When everyone else my age was wondering what they were going to do with their lives, I unbeknownst to myself had already started.

I don’t think it was a surprise to anyone when I decided to enrol in my Bachelor of Animal and Veterinary Bioscience, even though the closest I’d gotten to livestock was milking a cow at the Easter show. Despite my lack of experience, I’d somewhat made a name for myself as the girl who loved adventure and getting her hands dirty. During my degree, I spent my holidays in South Africa at a White Shark research centre or as a farmhand at a Goat farm in Rural NSW

 Francesca on a Rural placement on a goat farm in Wellington, NSW.

I wasn’t sure what I wanted to do with my degree, but I did know I was interested in the relationships between communities and their farming culture. I also loved travel and had been hooked since a service trip to Nepal in my high school years

Francesca and girls from the Dream Centre in Kathmandu, Nepal

So, it also came as no surprise when I decided to complete my honours project in Laos, investigating the cost of foot-and-mouth disease control. Just weeks after returning from my trip to Laos, my supervisor asked if I’d be interested in returning to Laos full time. This time as the in-country implementation officer for two agricultural development programs. It was a no brainer.

I flew to Luang Prabang in November of 2018, determined to make a difference. I worked with farmers, government and university staff. It wasn’t until six months into my time in Laos that I realised what I was genuinely passionate about. I noticed that the female farmers sat at the back of the room during training, that they answered on behalf of their husband in surveys and that I was one of the only females in my team. I noticed female farmer exclusion and disempowerment. After that, I knew what I wanted to do. I became dedicated to the inclusion and empowerment of female farmers in a culturally appropriate manner. I designed non-verbal training tools such as board games and activity books to accommodate for the higher rates of illiteracy due to limited schooling

Female farmers in Xayabuli, Laos playing the board game designed by Francesca

 I ran female only training sessions. I became a PhD candidate, investigating the impact of socio-cultural factors on the uptake of agricultural development training programs, with a emphasis on the female farmer. My focus and passions go beyond the empowerment of female farmers in Laos. Just as food security is a global problem, so too is the exclusion of the female farming community. Female farmers in Australia still suffer the effects of gendered disempowerment themselves. With Australian women only becoming legally recognised as farmers as late as 1994.

Gendered poverty, traditional gender roles and patriarchal perceptions of female leadership all result in female disempowerment. Globally women are more likely to conclude formal education early, be victims of violence and displacement and often bear the responsibility of household management. In many counties, ‘ women are more susceptible to disease, malnourishment and the impacts of climate change.

The disempowerment of females results from long-standing and pervasive gendered marginalisation.

The experience of female farmers is a result of the socio-cultural factors of her community.

It is shaped by:

  • her age
  • her ethnicity
  • her community and
  • her beliefs.

For that reason, we need to tailor our gender empowerment strategies to our beneficiary groups.

Success comes from:

  • acknowledging the intersectionality of the female experience
  • being sensitive to the role of the female farmer in her own community.
  • learning to ask the right questions.
  • ensuring that development is custom-made to each community we apply it to.
  • being vigilant that the empowerment of marginalised groups is self-directed.
  • putting these women in the position that they can define their own empowerment.

Once we learn to do that, we will be empowering women the world over. Learning to tailor extension programs in Laos can teach us how to empower our own female farming communities here in Australia. Its an answer to a much bigger question.

Back in Australia, after a year and a half of living in Laos, I am still dedicated to the empowerment of the female farmer. To achieve my goals in gender development, I have devoted my studies to learn more about gender, sustainable development and agricultural extension. This has meant I had to make many changes to my original study plans, which saw me move to Cairns to complete my Masters of Global Development at James Cook University. For this Masters program, I am writing a thesis investigating the role of academics from the Asian region in creating feminist theory and scholarship. I am also completing a Master of Philosophy (science) at the University of Sydney, exploring the engagement of female farmers in gender-sensitive agricultural development projects in Laos. I will then begin my PhD at James Cook University in 2022, investigating the tensions between Western academic understandings of culturally sensitive female empowerment and its implementation in agricultural development programs.

I believe that we need to understand and recognise the cultural script of beneficiary communities so that we can tailor agricultural extension programs to these socio-cultural factors. More importantly, I believe in the power of the female farmer. I believe that inclusivity in agricultural extension programs will improve their equality and their successes. I believe that gender inclusivity is the future of food security.

 

Young Farming Champion Dr Anika Molesworth recently interviewed Francesca for our Leadership is Language series. You can watch the interview here

Read Francesca’s blog “Things my father taught me ”  here

Connect with Francesca:  LinkedIn and on Twitter 

#BtheChange #Changemakers #YouthinAg #YouthinAction #SDG5 #SDGs