Engaging men and boys has emerged as a vital strategy for ending gender based violence, including in refugee and post-conflict settings. While prevention and response activities are essential, the humanitarian community and host country service providers understand that they must move beyond simply addressing each individual case of sexual and gender-based violence (SGBV) and begin to address the societal, cultural, economic, religious and political systems that either perpetuate or allow for violence based on gender to continue.
Could changes in men’s attitudes and behaviors about health, violence and parenting benefit women, children – and men? Do national policies influence men’s behaviors in relation to child rearing, employment and gender-based violence?
This discussion paper was produced for “Partners for Prevention: Working with Boys and Men to Prevent Gender-based Violence” a UN interagency initiative UNDP, UNFPA, UNIFEM and UNV. This regional programme is a coordinated approach to support primary prevention of gender-based violence in Asia and the Pacific with the deeper involvement of boys and men.
There is considerable debate over whether boys' education is shaped in significant ways by the sex of their teachers, and in particular, whether boys need male teachers. Here, XY presents a selection of key journal articles on this issue.
Respectful Relationships Education: Violence prevention and respectful relationships education in Victorian secondary schools
This report offers a comprehensive overview of best practice in violence prevention education in schools, identifying five principles of best practice. It maps promising programs around Australia and internationally. And it offers directions for advancing the field. The report is relevant beyond this, however, offering indicators of effective practice in violence prevention education which are relevant for a variety of settings and populations.
Some sections of the report focus in particular on issues of interest for those working with men and boys in violence prevention, such as the teaching methods to use and the content to address (pp. 36-43), whether to have mixed-sex or single-sex classes (pp. 47-50), whether curricula should be delivered by teachers or community educators or peers (pp. 52-53), and whether the sex of the educator makes a difference (pp. 53-54).
Note that I have also included the text of a seminar which summarises the report, titled "Advancing the field", and the Powerpoint which goes along with this.
Working with Men and Boys: Emerging strategies from across Africa to address Gender-based Violence and HIV/AIDS (2009)
Sonke Gender Justice Network and the MenEngage Alliance recently held a weeklong symposium in Johannesburg Oct 5-9th to profile research, programmes and policies related to efforts to engage men and boys in achieving gender equality and to promote greater dialogue and shared action between women's rights organizations and organizations working with men and boys for gender equality.
Holla Back NYC empowers New Yorkers to Holla Back at street harassers. Whether you're commuting, lunching, partying, dancing, walking, chilling, drinking, or sunning, you have the right to feel safe, confident, and sexy, without being the object of some turd's fantasy. So stop walkin' on and Holla Back: Send us pics of street harassers!
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I got the following question posted as a comment to another thread which can be found here. This is the question:
This 150-page toolkit (a joint UNFPA and Promundo publication) serves to reinforce the benefits of working with young men and provides conceptual and practical information on how to design, implement and evaluate HIV/AIDS prevention activities which incorporate a gender perspective and engage young men and relevant stakeholders.
Engaging Men and Boys in GBV Prevention in Conflict and Emergency-Response Settings: A Workshop Module
This module is designed to build the skill of participants working to engage boys and men in gender-based violence (GBV) prevention and reproductive health (RH) in conflict and other emergency-response settings. The two-day participatory module provides a framework to discuss various strategies for male engagement based on the phases of prevention and response in conflict and displacement.
Gender equality has long been synonymous with women and their struggle for economic independence, equal pay, and equal power. It has also been a key principle in eliminating oppression and violence.
However, gender equality is about both men and women. Men spend less time together with their own children, are more prone to accidents, are over-represented in crime statistics, and drop out more often from upper secondary education. These examples indicate that men would have much to gain from true gender equality. Men are under-represented in the teaching professions in preschools and schools, in nursing and children's social services. At the same time, men still sit in the majority of positions of power in society and they still make more money than women. It is mainly men who are the perpetrators of domestic violence.
In recent years there have been positive changes in the role of males in society. It has been almost 20 years since the Committee on Male Roles in 1991 presented its recommendations. The Committee on Male Roles pointed out the following goals: the reallocation of power between women and men, more time for fathers to care for their own children both before and after a family breakup, reduced gender differences in choice of education and training and the prevention of men's violence against women; all of these were to be central goals for the future work towards gender equality. In several areas the development in the period has been positive. In particular, there is reason to look at the development in the home, and the increased contact between fathers and their children. In other areas, however, the development has been stagnant or negative. While women have entered previous male arenas in the working life, there has not been any increase in employment of men in the health and care giving sectors. In the education sector men constitute a smaller group today than 15 years ago. Consequently, there is reason to reiterate the goals stated by the committee.