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Date: April 30, 2024 Tue
Time: 12:37 am
Time: 12:37 am
Results for evidence-based approaches
1 results foundAuthor: Child, Early and Forced Marriage and Sexuality Programs Working Group Title: Tackling the Taboo: Sexuality and Gender Transformative Programmes to End Child Marriage Summary: INTRODUCTION AND METHODOLOGY The control and regulation of sexuality - in particular, the control of adolescent girls' sexuality - remains a critical and often unaddressed way in which gender inequality manifests across different cultural contexts. Virtually all communities place legal, religious, political or socio-economic restrictions on: - how sensuality, intimacy and pleasure are experienced - how people - in particular girls - express their sexuality, including sexual orientation and gender identities - how people engage in sexual and other intimate relationships - how they understand and ensure their own sexual and reproductive health - the exercise of sexual agency and bodily autonomy in general. For adolescent girls, these restrictions are exacerbated because age and gender are key dimensions of power inequalities, and girls usually lack access to power and are highly constrained in their ability to make decisions for themselves. Marriage, as a social, cultural and economic institution, also plays a key role in this control of girls' sexuality and bodily autonomy. Over the past few years, there has been a growing awareness that patriarchy and the control of sexuality matter in terms of understanding both the complex causes of and the diverse solutions to the practice of child, early and forced marriage (CEFM). Girls may struggle to develop a healthy view of their sexuality in the face of prevailing beliefs that deny their sexual desires and define female sexuality as passive and vulnerable. Girls' lives and mobility are under constant scrutiny, and any deviation from the dominant gender norms is severely penalised. The sexuality and mobility of married girls, too, is often highly restricted and limited to household activities and childbearing. The Child, Early and Forced Marriage and Sexuality Programs Working Group (CSPWG) commissioning this report acknowledges that sexuality is intrinsically linked with power dynamics and as such requires an understanding of different dimensions of inequality including age, class, caste, sexual orientation and gender identity and highlights the importance of challenging practices of CEFM with gender-transformative approaches (GTAs). The ultimate goal of this research is to identify promising gender-transformative programming that addresses sexuality and links with reducing CEFM, including by highlighting promising gender-transformative work taking place in politically and culturally conservative contexts. This research foregrounds successful empowerment approaches that consider the inequalities and harmful social norms that married and unmarried girls and young women disproportionately face, and focuses on and identifies initiatives that recognise and support girls' autonomy with skills, knowledge, and agency (including sexual agency). Working definition of gender-transformative programming Gender Transformative Approaches (GTAs), seek 'to reshape gender relations to be more gender equitable, largely through approaches that free individuals across the gender spectrum from the impact of destructive gender and sexual norms'. Gender-transformative approaches encourage critical awareness of gender roles and norms; promote the position of girls and women; challenge the distribution of resources and allocation of duties between men and women; and/or address the power relationships between girls and women and others in the community, such as service providers or traditional leaders. The ultimate aim of GTA is to achieve gender equality, empowering women, girls and gender non-conforming young people, promoting health and eliminating violence. Gender-transformative approaches may require working at all levels of an ecological model (individual - family/ relationships - communities – society etc.) and may be highly contextually specific. Research methodology -- The consultant team undertook extensive information-gathering and a detailed analysis of selected programmes and organisations to identify and understand promising programming and approaches with potential for replication. Through a highly iterative process with multiple phases, a review of 190 programmes was narrowed down to a pool of 26 using a set of parameters developed in consultation with the CSPWG and based on existing knowledge of what constitutes gender-transformative sexuality programming. The analysis of the 26 short-listed programmes surfaced promising approaches and positive outcomes linked to sexuality and CEFM. The project put special effort into uncovering lesser known and under-documented grassroots organisations, as well as paying attention to diversity, including context and geography among other factors. Nevertheless, a large number of organisations were excluded from the analysis due to lack of response or ability to provide documentation. FINDINGS -- Addressing the control of adolescent sexuality from a rights framework that includes issues like consent, choice, and pleasure is very challenging. Such efforts are often met with reluctance and resistance at all levels - from families, communities, schools, health service providers, community-based organisations, government officials, and policymakers. Issues around sexuality are widely considered to be taboo, and the extreme sensitivity around these issues is palpable. In particular, organisations working in highly conservative and religious settings tend to use other entry points to address sexuality (sports and formal education scholarships, for example), and some introduce the topic of sexuality through more general or indirect lenses (through health or hygiene). The review looked carefully at promising approaches that are making significant strides in achieving normative and legal change and positively impacting the lives of girls. While even well-articulated programmes that involved the parents and the communities experienced some form of backlash, it can be argued that this iterative and complex journey is already 'transformative' as it shakes the foundations upon which unequal gender norms are established. Below are some of the components of programmatic success found through this review. The full report and findings will be available later in 2018. - Grounding programmes in the contexts where they are implemented Formative research ahead of programme design and implementation is critical to understand the specific local drivers of CEFM (including gender norms) and the ways in which sexuality is generally conceived in a community. In addition, in-depth contextual analysis helps to gain community trust and develop tailored strategies. Hiring staff that know the values and practices of their community is also instrumental in building trust, gaining community buy-in, and driving change. This is especially important when addressing issues around sexuality, to minimise backlash against the language and approaches used during programme implementation. But it is important to note that, even with the involvement of communities, resistance and opposition are still very common. Interestingly, some organisations have found that this process of dealing with and responding to opposition can be part of the journey of transformation that leads to longer-term and more sustainable change. - Gender-sensitive, flexible, context-specific and relatable curricula The majority of organisations note that the language used in curricula should be given special attention to ensure that it is culturally appropriate, as well as relevant and relatable - using, for instance, current and site-specific case studies. Curricula, some argue, must be developed with a grassroots approach, starting with the girls and boys themselves and engaging them in the actual design and adaptation processes. Many organisations have their curricula and resource materials evaluated and pilot-tested before implementation, making any necessary revisions with the help of reviewers drawn from among the target girls themselves, and from civil society representatives, religious scholars, educators, subject experts, teachers, and parents. - Girls as agents of change and leaders: ownership, involvement, and training Young people need to be recognised as crucial partners in sexual and reproductive health interventions, and not treated merely as recipients or beneficiaries. Indeed, girls' ability to speak up for their own rights played a major part in the achievement of some of the organisations' results: once they asserted their own rights, it was generally easier for others, such as their parents, to support their decisions. However, as the YP Foundation points out, "young people don't just run on motivation and fresh air"; strong support networks are needed, as well as strategies that include connecting participants and graduates with further learning and development opportunities. Beyond training young people and strengthening their individual leadership skills, many organisations note that collectivising girls to take joint action has empowered them to voice their opinions and concerns at the community level and enabled them to collectively work out solutions to their problems. Once girls form a critical mass that is seen in public behaving according to new social norms, these new platforms can sustain other activities and efforts that benefit other women in their communities. - Community ownership: partnerships with parents and other gatekeepers Established networks and trust within communities are widely cited as indispensable assets in the implementation of activities that address sensitive issues. When working with adolescent girls, who seldom have a voice in the public sphere, it is critical to create an enabling community environment through community mobilisation and involvement. Consulting, engaging with and securing buy-in from religious leaders and religious scholars may be very important in informing and developing strategies of resilience to any backlash. Parents and adult community members are critical gatekeepers to changing the social institutions that support CEFM and hamper girls' bodily integrity and sexual agency. Securing their support from the outset can help reduce resistance and identify allies and partners. - Addressing gender norms and challenging stereotypes about femininity and masculinity by engaging men and boys as active agents of change for gender equality Challenging inequitable gender norms is at the core of successful gender-transformative programming and is a critical approach for achieving sexual and reproductive health rights and CEFM outcomes. Besides working with girls and women, most successful approaches not only involve, educate, and empower men and boys, but challenge them to understand and reject their privilege, toxic masculinities, and to hold other men and boys accountable. To achieve this, successful programmes tap into young men's interests, whether through a particular vehicle for intervention (e.g., sports), or through its content and messaging (e.g., tailored to incorporate key issues facing young men). - Careful selection, training, and ongoing support of teachers, mentors and facilitators based on clear, well-articulated, and fully agreed principles The attitudes and aptitudes of teachers, mentors, or facilitators around content areas such as sex and gender are key to the successful implementation of the programmes. The selection process should include assessment of a candidate's ability and willingness to teach the curriculum. For example, they must be fully accepting of different aspects of sexuality and should address any prejudices or discomfort they may have beforehand (e.g. with regard to homosexuality or sex before marriage). Before a programme starts, some organisations conduct "values clarification" exercises to ensure whoever is delivering the curriculum fully embraces feminist principles of equal and inalienable rights. While conducting gender-transformative training and "staff transformation" is embedded in the theory of change of a few organisations or programmes, the training and support of teachers, mentors, and facilitators remains a weak component of many organisations. Finally, to ensure consistent and appropriate messaging, it is necessary to regularly follow up with teachers, mentors, and facilitators. - Learning oriented program design, monitoring, and evaluation using evidence-based approaches A core set of learning and evaluation technical capacities were deemed essential to the sustained development, monitoring, and implementation of integrated programming over the long term. These capacities include sufficient monitoring and evaluation (M&E) experience, including participatory approaches; and the capacity to design, implement, and learn from gender-transformative programming. Learning focused M&E provides a basis for course-correction of existing programmes, including the design of additional programme elements that address any critical needs that may emerge. Investing in baseline research and other contextual analysis is also crucial to ensure that programming is clearly and appropriately fine-tuned to achieve results. Moreover, solid baselines are essential for project evaluation and can inform recruiting and retention techniques, as well as other areas of programme design. In some cases, robust evaluation results proved critical in making the case for scaling programmes up, or in ensuring that governments institutionalise programmes. - Ensuring sustainability and developing programmes on a long-term basis Achieving sustainability during and beyond programme implementation requires multi-pronged approaches and strategies that involve working with communities, government, and other stakeholders. Patriarchal gender norms and conceptions of sexuality are deeply rooted and normalised, making the process of ensuring sustainable change around gender and social norms (especially around sexuality) a complex one. Sustainable change requires patience, time, and continuity. Therefore, programmes should be long-term and with adequate resources to support them over time. RECOMMENDATIONS The forthcoming full review and findings will illustrate a substantial number of grassroots organisations working at the intersections of sexuality and CEFM, including some in highly restrictive settings. Based on the review, recommendations emerged for the broader field as well as programme implementers, funders, researchers, and advocates. A comprehensive conceptual framework is needed One critical recommendation emerging from the review is the need for a comprehensive conceptual framework for this type of work. The lack of a conceptual framework on the link between sexuality and CEFM or any agreed-upon measures of success may have negative implications for donors' willingness to fund sexuality work, which obstructs funding flows, dilutes the coherence and effectiveness of programme implementation, and hampers the adequate evaluation of results. It is important that a conceptual framework establishes common measurements and creates robust yet flexible definitions of success. Within CEFM work, it is important to prioritise indicators based on access to services and autonomous decision-making and quality of life in addition to age of marriage. Solely age-focused measures often ignore larger issues of gender inequality as well as issues of choice and consent about their lives and bodies. This conceptual framework should not only focus on the individuals but also seek to describe the ways in which communities and institutions determine and enforce social norms that govern sexuality for all persons, with particular attention to age and gender. Further discussion, research and guidance needed on criminalisation of adolescent sexuality Discussion, research and guidance is needed regarding the criminalisation of adolescent sexuality. Many organisations find themselves in the conundrum of how to respond to the intersections of control of girls' sexuality and CEFM in a way that respects girls' aspirations and desires while also recognising that social norms influence or restrict girls' choices in and outside of marriage. Recommendations for programme implementers 1. Empower girls to be advocates for themselves, create alternative pathways, and give young girls the skills needed to make changes in their lives possible. Programming should put gender-transformative work with girls at the centre. In order to reduce CEFM, it is imperative that programme implementers investigate and generate alternative choices and opportunities (for example advocating for additional years of schooling or income generating opportunities) so that girls and their families can refuse early marriage and not be at risk of sexual shaming, bullying, and physical attacks. Married and unmarried girls of all ages should be included in programming. It is critical to address issues of CEFM by examining the attitudes that underpin the perceived need to regulate girls' sexuality and push them into marriage. 2. Involve men and boys in programming. Work strategically and intentionally with boys and men to mutually reinforce and create a supportive environment for young girls to develop as autonomous individuals. Furthermore, working with boys from an early age is an important approach to challenge and change harmful norms regarding gender and sexuality. More creative approaches need to be developed to bring adult men in as partners for gender equality and to create opportunities. 3. Use an intergenerational approach. Empowering girls to better express their needs, wants and desires so that parents understand and value their daughters' aspirations is critical. Intergenerational approaches can create a more supportive environment within the home so that young people feel comfortable expressing themselves to parents. Intergenerational approaches may also enhance communities' understanding of the lived realities of married girls and women and allow for a broader understanding of how the institution of marriage can be used to limit girls' voices and choices. Approaches cannot focus only on prevention of early or forced marriage but must address the needs of already married girls. 4. Build partnerships with communities and governments to ensure sustainability during and beyond the programme. Sexuality is a relational phenomenon based in power structures and it cannot be addressed without involving individuals, families, communities and governments. Structural approaches that work at the different levels of the ecological model to decrease gender inequality and increased sexual autonomy are important to pursue. Without community-led approaches that bring together multiple stakeholders, programmes will not be successful in the medium or long term. A key aspect of building partnerships is developing trust and ensuring that information gathered is not only accurate but also created within a safe space. Additionally, there is a need to create messages that are appropriate across different levels and to be responsive to the differing needs of stakeholder groups. Doing so requires time, patience, negotiation skills and resources, all of which must be carefully planned for. 5. Mainstream gender-transformative approaches that include sexuality at all organisational levels. It is important that programmers are well-trained and feel comfortable discussing taboo issues. A critical part of the training should be "values clarification" and building meaningful girl engagement skills. Organisations working in this field need to build their internal capacity for gender-transformative programming and embed the practice of self-reflection on gender and sexuality within their organisations and their theories of change. 6. More specific gender-transformative work on sexuality that is inclusive of the most marginalised girls, including girls with disabilities or of diverse sexual orientations and gender identities is needed. The sexuality of people with disabilities - especially girls and young women - is widely overlooked by most programmes. Furthermore, work to encompass sexual orientation and gender identity should be further explored. Many programmes are gender-binary and only a few discuss or work to address these issues in detail. 7. Review all the additional key factors of success articulated in this report and study the feasibility of tailoring different approaches to different contexts, particularly mitigation strategies for backlash. For example, rigid processes and standardised project management procedures might not always be adequate when working on sexuality. It is advisable to include language in project proposals about the need for adaptive programming and high levels of flexibility (which might also have an impact on budgets), and incorporate well-articulated risk and mitigation strategies accordingly. Details: New York, NY: American Jewish World Service, 2018. 20p. Source: Internet Resource: Accessed January 14, 2019 at: https://ajws.org/wp-content/uploads/2018/06/Tackling-the-Taboo.pdf Year: 2018 Country: International URL: https://www.girlsnotbrides2018.org/what-does-gender-transformative-sexuality-programming-look-like-and-why-does-it-matter/ Shelf Number: 154155 Keywords: AdolescentsChild MarriageEvidence-Based ApproachesForced MarriageGender InequalityGender NormsGender-Transformative ApproachesViolence Against Women, Girls |