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Gender Education of Teenage Boys Facilitator’s Guide & Curriculum Created by The contents of this publication are the sole responsibility of (name of the implementing partner) and do not necessarily reflect the opinion of the European Union.



Editing Center for Gender Equality and History- KIIF Center for Social Innovation- CSI Stichting Global Alliance For LGBT Education- GALE Foundation Associacio Conexus Atencio, Formacio I Investigacio Psicosocials- Conexus Design Eleni Pashia Logo Nico Stephou Contact Details Center for Gender Equality and History - KIIF Rega Feraiou str. 26, Apartment 301 Cyprus P.C. 1087 Nicosia www.kiif.com.cy [email protected] +35799293800 Center for Social Innovation - CSI 62 Rigainis Street, 1st Floor Cyprus P.C. 1010 Nicosia www.csicy.com [email protected] ​ +35799350874, +35722610711 Stichting Global Alliance For LGBT Education - GALE Foundation Vinkenstraat 116 A Netherlands P.C. 1013 JV Amsterdam www.gale.info [email protected] +31207372959, +31653862958 Associacio Conexus Atencio, Formacio I Investigacio Psicosocials - Conexus Carrer CONSELL DE CENT 419, 3-2 Spain P.C. 08009 Barcelona www.conexus.cat [email protected] +34932171646 ©Copyright Center for Gender Equality and History- KIIF Center for Social Innovation- CSI Stichting Global Alliance For LGBT Education- GALE Foundation Associacio Conexus Atencio, Formacio I Investigacio Psicosocials- Conexus 2022

Contents PART I : Guide For The Facilitator 6 PART II : Curriculum And Lesson Plans 11 Introduction To The Course 12 Module 1: What’s Gender? 16 Unit 1 Gender Play: Playing Around With Words And Concepts 17 Unit 2 Gender Power: How Gender Influences Us 26 Unit 3 Gender Stereotypes: How Stereotypes Affect Us 32 Unit 4 Gender Fights: Controversial Aspects Of Gender 38 Module 2: Healthy Relationships 46 47 Unit 1 Dating And Playing 57 Unit 2 My Space 73 Unit 3 Family Matters 86 Module 3: Combating Gender Based Violence 87 103 Unit 1 Manhood And Violence 110 Unit 2 Gender Based Violence 115 Unit 3 Psychological Violence Unit 4 Sexual Violence

Module 4: Be The Change 124 125 Unit 1 My Place In The World! 135 Unit 2 In Your Shoes! 146 Unit 3 Unboxing Gender 152 Unit 4 Personal And Collective

PART I : Guide For The Facilitator 6 Gender Education of Teenage Boys

What is this guide? This is an educational manual in the form of an ebook which aims to guide anyone who wishes to facilitate all or some of the gender education courses found in the G.EDU platform! The courses can be offered to teenagers of all genders, but they have been developed with particular emphasis on the needs of boys between 15 and 17 years old. What is the G.EDU platform? The G.EDU platform which takes its name from the initials of Gender Education is an educational toolkit aiming to provide educators/facilitators with curriculum and lesson plans for the implementation of online courses on gender and gender-sensitive education targeting teenagers between 15 and 17 years old. Who created the G.EDU platform? The G.EDU platform was created within the framework of the Erasmus+ project Gender Education of Teenage Boys: Developing a Digital Toolkit. The project was implemented from February 2020 to February 2022 by four European organizations: -The Center for Gender Equality and History (KIIF), Cyprus -The Center for Social Innovation (CSI), Cyprus -The Global alliance for LGBT education GALE, Netherlands -The Conexus Association, Spain Who can use this guide? The G.EDU courses can be facilitated by different professionals, such as trainers, teachers, youth workers, NGO workers, gender experts, gender and LGBTIQ+ activists, policy makers and other stakeholders. The G.EDU courses were created by European organizations. Therefore, the content is particularly relevant to the European context as well as to the local context of the creators. However, most activities are applicable in most countries of the world or they can be easily adjusted to local and global contexts other than the European Union. For this reason, the lesson plans presented in Part 2 of this guide include notes on possible adjustments to different contexts under certain activities. The structure of the guide The guide has two parts. Part 1 is the introduction, and it includes basic information and general instructions on how to access and use the G.EDU platform. Part 2 consists of the educational content of the G.EDU course and it has the form of lesson plans with detailed instructions for the facilitation of each module, unit, and activity included in the course. Part 2 is divided into four modules, each of which has a particular thematic focus and can be used as an autonomous course. The four modules are: Gender Education of Teenage Boys 7

MODULE 1: What’s Gender? Created by the GALE Foundation, Netherlands Duration: 16 hours This module introduces the participants to basic terms and concepts on gender and the mechanisms of categorization and discrimination. It explains terms like sex, gender, gender expression, sexual orientation, LGBTI, stereotypes, and bias, and it offers activities to play around with these words and concepts, which allows the participants to explore them in relation to their own identities. MODULE 2: Healthy Relationships Created by the Center for Social Innovation (CSI), Cyprus Duration: 15 hours A module that delves into the vital topic of how we build and maintain healthy relationships. A module that addresses themes such as dating, intimacy, the male and female bodies, safe relationships and safe sexual behaviors. Great attention is paid to dating violence as well as consent. The idea of the family unit is also discussed from a number of different approaches. MODULE 3: Combating Gender Based Violence Created by the Conexus Association, Spain Duration: 10 hours Α module that helps reflect on how traditional masculinity is related to violence. It delves into gender based violence and emphasizes psychological and sexual violence: what they are, their types and consequences. It offers an online educational experience with activities and questions for reflection that are particularly appropriate for questioning ideas and prejudice which teenage boys usually have on these matters. MODULE 4: Be The Change Created by the Center for Gender Equality and History, Cyprus Duration: 12 hours A module based on experiential and interactive activities designed for online education exploring diversity, identity, equality, and change. It is particularly appropriate for confronting stereotypes, prejudice, and all forms of discrimination with emphasis on gender. 8 Gender Education of Teenage Boys

How to use this guide? This guide is one out of the two main tools included in the G.EDU platform. Namely, the two tools are: • The G.EDU Guide to Facilitator (this ebook). Here one can find all the necessary steps and instructions to facilitate the courses. • The G.EDU Workbook for Participants. Here the learners/students can find the activities and the educational material they will need during the implementation of the courses. Therefore, this guide is complementary to the Workbook for Participants. The Guide to Facilitator is to be used by the facilitator as an educational manual while the Workbook for Participants is to be used by the learner/student as well as by the facilitator. Therefore, both the students and the facilitator(s) should create an account to the G.EDU platform (see instructions below) to be able to access and use the Workbook for Participants. The G.EDU courses have a total duration of approximately 53 hours. However, one can choose to offer all the four modules, or choose to implement selected modules. Moreover, although each module has a flow and a continuity between its units and activities, each unit as well as each activity can also be implemented alone as autonomous lessons. How to access the G.EDU platform? Via the G.EDU website: Visit the following link https://geducyprusplatform.com/register/ to register to the G.EDU platform. Fill in the requested information (Username, Password, Email address). After this, you will receive a confirmation email. Follow the link to set your password. Via the G.EDU application: Go to playstore. Find the G.EDU mobile application by typing G.EDU. Install. The app will take you to login. To subscribe for the first time, follow the instructions which say “Click here to create a free account”. Fill in the requested information (Username, Password, Email address). After this, you will receive a confirmation email. Follow the link to set your password. *The G.EDU mobile application can be accessed by Android users only, not by Apple’s iOS devices. How to use the Workbook for Participants? ✔ After a facilitator or a student creates an account to the G.EDU platform, they will be able to visit their profile via “My account” and use the Workbook for Participants. ✔ After all students have created their account, the facilitator(s) must ask the students to send them their usernames and passwords so that the facilitator(s) can access the personal account of each student to review their answers. Therefore, the facilitator(s) must inform the students in advance that they will be sending their usernames and passwords to the facilitator. Moreover, the facilitator(s) should ask the students not to change their passwords later. ✔ The G.EDU Workbook is the space where the students and the facilitator(s) can find educational material, do exercises and complete quizzes included in the G.EDU courses. ✔ The numbering and the flow of modules and activities is the same in this guide as it is in the Workbook. Therefore, following the instructions presented in Part 2 of this guide, the facilitator is able to instruct the students to use the Workbook. ✔ Some activities of the Workbook include reading or audiovisual material while other activities include interactive exercises with questions and answers. In such cases, quizzes with multiple choice or open-ended questions can be completed by each participant. ✔ The answers of the participants will be saved in their account. The facilitator or the participant can Gender Education of Teenage Boys 9

review their answers following the procedure presented in this video. At this point, there is also an option named “Leave a Reply”. This can be used by the facilitator to make comments to the participant in regard to a particular answer. ✔ Whenever the workbook is not needed for the implementation of an activity, the workbook shows the message “no material needed for this activity”. ✔ Once a topic or a module is complete, this is identified by the color green and a check symbol. ✔ In case a topic or a module was done but the system has not recognised it as complete, one needs to check that they have recorded the completion in the system by pushing “Mark as complete” or “Finish the quiz” or “Click here to continue”, respectively. Course evaluation The reasoning of the course is not one of “scores” and “grades”. Instead, the lesson plans were built on the principles of interactive and participatory education, social and transformational education, critical pedagogy, human rights education, gender education etc. The learning objectives of each activity are crealy enlisted in Part 2 of this guide along with step-by-step instructions. Definitions and other material are provided as sources to be critically assessed by the participants rather than as definite truths. Accreditation The course is aligned with European methods of accreditation. As such, it is at the discretion of the facilitator(s) to decide the appropriate accreditation method and the tools they could use to certify the participation in this course, according to the context, the institution under which the course is implemented, the length of the implemented course, and the needs of the participants. In any case, please remember to acknowledge that your courses were implemented based on the G.EDU platform (https://geducyprusplatform.com) which was created under the framework of the Erasmus+ project Gender Education of Teenage Boys: Developing a Digital Toolkit. • For example, if the course is given in the framework of an academic institution of higher education, such as a university, the participants could gain ECTS (European Credit Transfer and Accumulation System) credits. Particularly, if one attends the complete course, which is of approximately 53 hours duration, this would correspond to 2 ECTS. Similarly, if the course is offered within the context of vocational training, one can use ECVET (European Credit system for Vocational Education and Training). • YOUTHPASS could be an ideal certificate for this course as the course was created under the Erasmus+ project Gender Education of Teenage Boys: Developing a Digital Toolkit (2019-3-CY02- KA205-001726). YOUTHPASS is a recognition tool for non-formal and informal learning. YOUTHPASS is also a prestigious European certificate particularly designed for the needs of the youth, while it also gives the word to the learners to reflect and describe what skills and knowledge they have gained from the course. If you wish to provide your participants with the YOUTHPASS certificate, you must register (https://www.youthpass.eu/en/login/signup/) and then log in. After this, you can “enter new project” using the project’s code (2019-3-CY02-KA205-001726). Then, fill in the details of your lessons and your organization according to the instructions found in the YOUTHPASS website. Please acknowledge somewhere in the certificate that your courses were implemented based on the G.EDU platform (https://geducyprusplatform.com) which was created under the framework of the Erasmus+ project Gender Education of Teenage Boys: Developing a Digital Toolkit. • If none of the above is appropriate, the facilitator could of course generate an independent certificate on behalf of the organizer. In that case, we recommend the facilitator(s) to use methods which allow self-evaluation and self-reflection of the learners. 10 Gender Education of Teenage Boys

PART II : Curriculum And Lesson Plans Gender Education of Teenage Boys 11

Introduction To The Course 12 Gender Education of Teenage Boys

Introduction To The Course These are some fundamental steps to set the grounds for the implementation of the course. They aim to introduce the participants to the course and introduce the participants and the facilitator to each other. They also intend to establish some ground rules and finally provide some practical instructions for accessing the platform. What is needed for these steps? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Step 1: Introduction To The Course Duration • 5 minutes Objectives • Describe the course. • Define its general aims. • Provide the participants with the basic information to access and use the G.EDU platform. Instructions • Welcome the participants and introduce yourself. • Explain the goals of the course and give an overview of the schedule you are planning to follow. • Provide the participants with the link to the platform and ask them to access it. • Guide the participants to subscribe to the platform. • Stress that the course is meant to enrich our awareness. The quizzes and questions found in some activities aim to give us the opportunity to reflect. There is no score or grade in this curriculum. Gender Education of Teenage Boys 13

Step 2: Getting To Know Each Other Duration • Varies according to the number of participants. Objectives • Break the ice. • Establish a safe and pleasant learning environment. Instructions • Aarsek pthroeupdaortficaibpoaunttsthtoeminsterolvdeusc. e themselves by saying their name, age and one thing they Step 3: Ground Rules / Group Agreement Duration • 10 minutes Objectives • Set the grounds for good communication and cooperation between the group. • Establish a safe learning environment. • Set the rules to follow during the course. • Make everyone take responsibility and ownership of the rules by setting them collectively. Instructions • asAwtifAmrhhrsseoeeokkpeuuogttlelyahldrrdakoteacnabiumnnhn’eptdgtpt.aitdontaodFhotrtvoeetfnhiiorrsc’icrtlanileuopobjkxupuawlaoedtnrmsfgtistefehohptw”ooomal.ewtent,elhywio“tnoihwnnaeuekene,yat«owslwtwsfhohooooeehunupnmaleladdvtruethltoitrikeceeaeyitspshoptuaarouetrecrceebcesteeebsrselpyuvtsareelfweecuashaslkrwticitteonohihdntguaehg»tdrne.sudtreAwhro”i,neanweyno“gngadtwthirvsheaeoeoerujnmoecleodyoevxtfeuacurtrromulhysnlleoepees.nalsioedFerntonehwesriranpsoeitgamuxtycoaledpoemxsoupbptpreoeftelerae,aisene:kiplftn«»eawwcf.aoreIeeekrt. • tThheeraenaswreemrsaanltyoagletethrneartaivnedttooomlsaokneetchoeumldvuissibelteotoimaplll.eFmoernetxathmispslete: p. The goal is to gather tt.wtwahhThhkeeheiittegaseercbbpfotaooiluvacaapiicrrtl.eiddytYa.vtootaiourakredacscionsouptuorllidalnbdcluaienwtseekwrit“itctehsohtenidcmpfokehwyryteonsnnicocsoathenelasppra”elraewfttosfhheorenirttmcehreube,,lomyeyaosorutdeuoicttcahwhoneeruritulrdeousreletaehilmstlehytieerhosrasrruatwiglnpereiastw/ertatreiintcxthdiitnpeingaisrg.tni/aItcfcsnkhtsshatwhhteaeetrarmoescotowltisvon.iittIhaayf .bTohaerdfa(mcilaitnaytoarltceornualdtiuveses fsoorftswticakreysnoorteapapplpicliactaiotinosnstoorcrseoafttewsatriecskycannotbeesfionuandshoanrelidnev)i.rtual • ATowAhngfhtereeiecsrieh.deewrvuaeiltlerhiyssotahtnoreeerphreaeaarpscteihscahiaptaearudnen,tdaisfnttwhhimeeaitoraiulnflsotahatgeegrsern,eeegeewomditteahhnrrtitos.hueHegso,hruwwtleeehvsece,maarn,nwiadfdintidfhesentohdemeewdepr,aruyurloetleisucsiopchraaainnmvteaspgtraoronevbdeeeoteoebxdsivsieottreitnvdeeg.. • Save the rules and keep them available throughout the course. 14 Gender Education of Teenage Boys

Gender Education of Teenage Boys 15

Module 1: What’s Gender? 16 Gender Education of Teenage Boys

Module 1: What’s Gender? Created by the GALE Foundation, Netherlands This module introduces the participants to basic terms and concepts on gender and the mechanisms of categorization and discrimination. It explains terms like sex, gender, gender expression, sexual orientation, LGBTI, stereotypes, and bias, and it offers activities to play around with these words and concepts, which allows the participants to explore them in relation to their own identities. Unit 1 Gender Play: Playing Around With Words And Concepts Goals • Become aware of the fact that sex and gender are different things. • Understand the words «masculinity» and «femininity». • Become aware of the difference between sex, gender, sexual orientation and gender expression. • Understand that gender and sexual differences are gradual, not rigid. Topic 1 Introduction to Module 1 Activity 1: Introduction What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 5 minutes Objectives • Understand what this module is about. Instructions • Introduce the goal and the units of Module 1 by presenting the relevant text in the platform. Gender Education of Teenage Boys 17

Topic 2 Gender And Sex Activity 1: Introduction What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 10 minutes Objectives • Create a light atmosphere triggering the participants’ interest and sense of wonder. Instructions • Ask the participants to watch the short video «Bob». • Play the video until the end because the final scene is after the credits. • Ask the participants to give their first impression. Mostly there will be laughter and surprise because the gender of the hamster Bob―who is fluffy and therefore may be perceived to be female―is not what they expected. • Ask if participants think first impressions can be misleading. For example, did they think, when the hamsters started running, that they were traveling the world? Are you still lured into that impression, even when you see they are on a treadmill? • Close by saying the course is about this: to think about what we superficially see, how we judge, and what is really happening. Activity 2: Sex and Gender What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 15minutes 18 Gender Education of Teenage Boys

Objectives • Understand the difference between sex and gender and between femininity and masculinity. Instructions • Initiate a discussion on why the participants were thinking Bob was a female hamster. Stress this is not a judging question, but to explore our automatic perceptions of gender. List the reasons, like: he is white, he is fluffy, he seems to seduce the brown hamster. • Ask if this reflects their ideas of how males and females look like or behave. Discuss aspects of how we perceive masculinity and femininity and how gender identity (how we feel and see ourselves) is sometimes different from sex (our body). • Ask if we can «prove» Bob is male. (We can’t). Close by explaining the difference between sex (biology/body), gender (characteristics socially linked to female and male), gender identity (how we feel), and gender expression (how we behave). Activity 3: Gender, Sex, Attraction and Expression What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 15 minutes Objectives • Participants understand the difference between sex characteristics, gender, gender identity, gender expression and sexual orientation. Instructions • Show the participants the image of the gender bread person. Explain this looks like a cookie you can bake in the oven, which in America is called a «ginger» bread puppet. Here we use the ginger bread to explain gender, so we call it the «gender bread person». • Explain the definitions found in the platform such as: sex, gender identity, gender expression, sexual/romantic attraction. • Initiate a discussion with the participants and answer any questions posed about the relevant definitions. In the dialogue, admit that the gender bread person and the definitions are simplified, and that reality is sometimes more nuanced. • Ask what happens when people confuse sex characteristics, gender identity, gender expression and sexual orientation. For example: you may feel confused and frustrated when you have an intersex condition and you don’t know it; you may be discriminated against when you feel you are transgender and others don’t accept you can change gender; a boy who behaves a bit “effeminate” can be perceived as being gay while he is not. Gender Education of Teenage Boys 19

Activity 4: Sex Variations What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 15 minutes Objectives • Become aware of the fact that one cannot always «see» sex characteristics. Instructions • Show the participants the two pictures of persons who appear to look female (Hanne Gaby Odiele) and male (Roshaante Andersen). Ask each time if this is a man or a woman. • Ask the group to reflect on what they base their judgements on. It is expected that participants will start to base their assessments on stereotypical expectations (because the persons look very “male” or “female”) and on clear biological features like having a penis, vagina or uterus. It is also expected that once they discover that the superficial images are not what they appear to be, they will become more insecure about judging. This is what we call «creative discomfort». Focus the discussion on this emotional discomfort and don’t try to «resolve» the tension by giving a lot of information. It is better to ask why participants feel uncomfortable if they cannot «classify» someone than to try to convince them that there are biological variations. • After each picture, the platform offers a short description of the person. It becomes clear these are people with an intersex condition, so they are neither male nor female- although the first person identifies as non-binary and the second person as male. • Continue the activity with an explanation of intersex conditions. In the platform, under the title “intersex variations”, it is explained that there are four main spectrums in terms of how people can vary in their biological sexual characteristics. • Discuss these four spectrums and the fact that “maleness” or “femaleness” may fully or gradually differ on each spectrum, which means there are many types of intersex people. Check if the participants are able to accept that the traditional classification in male and female does not always fit reality. If they have difficulty accepting this, ask what happens in their head and how they feel about this. Confirm that it is OK to feel insecure about this; this is new information that can change one’s worldview. • Ask the participants to make an estimate of how many intersex conditions there are. Reveal that the estimate is that 1 in 1500 babies has an intersex condition. There are three types of intersex conditions that are most often, another 17 which happen less, and a few dozen even more rare variations. • Move on to the part on hermaphrodites found in the platform. Explain that back when people did not know that intersex conditions could also be invisible, they called children with unclear sex characteristics “hermaphrodites”. However, this term is now considered offensive and inaccurate. 20 Gender Education of Teenage Boys

• Show the part on intersex activism and inform the participants that in many countries, if the sex of a child is not clear, doctors and parents want children to be operated upon. They are afraid that the children are going to be treated badly in society because people expect that you are either male or female. However, the right to bodily integrity is a human right and babies cannot give permission for such operations. In addition such operations can create a lot of medical problems in later years. Because of those reasons, some people with intersex conditions have become activists to protest against operations without permission, and to defend the right to identify themselves as male, female or other, in official registrations and in public, and to be able to do this without discrimination. Activity 5: Gender Variations What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 30 minutes Objectives • Become aware of transgender issues. Instructions • Show the pictures of Jaimie Wilson and Loiza Lamers and ask the participants to categorize them as male or female. Have in mind that after completing the previous activity on intersex conditions, it is expected that the participants will be more hesitant to give a definite answer. Allow space for this “creative discomfort” and allow the participants to respond in a more nuanced way. The answers do not have to be either or. Do not demand a definite answer. • After they give their answers, reveal the information about the depicted persons found in the platform. • Encourage questions and discussion about being transgender. Such questions may include why people want to change sex/gender, but they can also be more technical questions about gender and operations. Answer them as best as you can (see https://en.wikipedia.org/wiki/ Transgender). If you don’t know the answers, ask participants to research their own question and report the results to the others. • If questions come up about why people would like to change their sex/gender, show the short documentary “Van Lucas naar Luus” found on the platform. The documentary lasts for 17 minutes and is about Loiza Lamers and her choice to change sex when she was ten. In this YouTube video, you can set (imperfect but understandable) subtitles in different languages. If there is interest and time, you can go into different aspects of the video, like how Loiza felt when she was young, and how her fellow students, especially the boys, responded. Gender Education of Teenage Boys 21

Activity 6: Gender Fluidity What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 30 minutes Objectives • Understand that the way we see and feel gender is flexible and fluid. Instructions • Show the picture of Conchita Wurst found in the platform and ask the participants if this person is male or female. • After they have answered, move to the next part under the title Conchita Wurst and read the text which explains that this person is Thomas Neuwirth. Thomas considers himself male, a drag queen and gay. Explain that a drag queen/king is a stage performer who wears the clothes or make up or hair of the other sex. However, they do it as a show/performance. They do not identify as that gender. Originally, gay and lesbian people invented drag because there was no other way to have a relationship with somebody of the same sex. One of the partners had to act as if they were of the opposite sex. So, historically, drag was forced by a society that did not allow gay or lesbian relationships. Later, drag became more like a show to make fun of heteronormative stereotypes, and nowadays it is often an art form rather than a mask or joke. • Show the next picture found in the platform (Jiro Ghianni) and ask the participants if this person is male or female. After they have answered, move on to the next part where it is revealed that this person is Jiro Ghianni, a gender-free and gender queer trans man who has been active as an activist for the bisexuality and trans movements since the late 1990s. • Move on to the next part titled “From 1 to 64 genders” which tells the story of how we got from one gender, in the past, to 64 genders, today. Namely, in antiquity, religious texts mainly referred to men as the protagonists. At the same time, women were often seen as property rather than as persons. This inspired the joke you can see in the image found in the platform which says that there used to be only one gender, men, while women were property. Then, for a long time we had been talking about two genders only, and from the 19th century on we started talking about hermaphrodites or the third sex. Nowadays, some people claim there are 64 genders. • For example, you can see: https://www.healthline.com/health/different-genders. You don’t need to learn these labels by heart or start explaining them all to young people! Such a list may be helpful for some young people but others may find it to be irritating and provoking. The aim of this module is to create tolerance towards variations in gender and sexual orientation. An overload of information is not going to reach that aim. Focus on the need to be yourself. Explain that some people feel restricted by the cisgender categorization (male and female) as well as categories such as transgender. This is why they propose there are more labels. Reflect with the participants (firstly) on the advantages and (secondly) on the disadvantages of this view. Once the participants show discomfort with this proliferation, move to the next part which tells a joke about how every time someone complains about the number of genders, the activists will add six more! 22 Gender Education of Teenage Boys

Tip to the facilitator! To avoid confusion, keep in mind that the term “gender” sometimes refers to “gender identity”. Although gender and gender identity are different, gender is often used in com- mon language interchangeably with gender identity. • Finally, go on to the next image (Kelsey Cambell) and ask once more if the participants think this is a man or a woman. After they give their answers, go to the next part to reveal the story of Kelsey and discuss the definition of “gender fluid” found in the platform. Read the next part under the title “Tracking your gendered feelings” which explains how Kelsey monitored her own feelings about gender every day. She did this for three years. In a moving graph found in the platform you can see how her feelings fluctuated. Ask the participants whether they think that Kelsey is more feminine or masculine based on the graph (not on the basis of how she looks!). Activity 7: Sexual Orientation What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 20 minutes Objectives • Become aware of how we can see sexual orientation as going beyond the two poles of heterosexuality and homosexuality. Instructions • Announce that we will now look into sexual orientation. Show the part with the four continuums (sex, gender identity, gender expression and sexual orientation). Explain to the participants that sometimes sexual orientation can be confused with gender. For example, some people may believe that boys who don’t look strong must be gay, or girls who look strong must be lesbians. This is not true. Sexual orientation is a completely separate facet of people. • Moreover, homosexual people are often not happy to be called gay or lesbian. Just like people who think that gender should not be restricted to just male or female, some feel that sexual orientation should not be restricted to homosexual and heterosexual. So some people made up the matrix which can be found in the platform under the title “Orientations”. This does not only distinguish between homosexuals and heterosexuals, but also allows people to describe themselves as attracted to more genders. Research shows that about 30% of the people who call themselves heterosexuals may occasionally watch gay porn, and that gay Gender Education of Teenage Boys 23

people also get excited by heterosexual porn sometimes1. If you feel this is a safe space, you can ask the participants to reflect on their own sexual orientation and whether they have ever gone beyond the two poles of homosexuality and heterosexuality. The intention here is to help the participants to discover aspects of themselves, not to force personal revelations. • aapyatCst(rttohhehotnsalhotlarpauorarietsttseranttheieeihycccgroeotiteectapnephuibfrslarsedeleaucahnhrotlmsttsiteahappopsasvcrtelsetoeeewts.icinoelgvIbhetc2tmeiutaetai0aisnhsysrttse1drwettpptow7ehehtoeeng.nehirescter,eStrhstaillnueraysaibpbec;bttn1uhahlhh:ened2teotrlsaptheathyuhmhnhelenoogaaaeereduhwtvactxyiletteoyyt2gsttd,noni5rphvaaoattuseaaawhrcnhherstgtey’ihtoioptewyooaom(mshubnwShldaarcoeeoaiysvbehtxtutsoeheifueaetmwilunlnfaxsat.eeluehgotfnIehnseOaimyctseelfhatreslseamhi,lerleeelbcoeetmsxnl“thowlseiuasatvesedaellttaeivyytittxwtloelryihuvoooran.saeeravcnfsyesllatehateeygoshratidoprricsehtoaiuiiethropmnoaocnlomhsttaletshehm)baoto)sei.htfepomsoriwYliosessusoeyexnewenououtx”xsiduiunamte.cirahlneaMei,senlvneoatt.ioahnlfhtnfslnDh,evteyetyheaeyiohespenstnecpfeed2eusenlNreaa9es.ocynetms%leMotfatoanuweohgootrtrneetasmirftrsrleerghaytles.xoeahcxoTfnvsbtteuenheheduomeadreeestf,ll 1 For this research see: Downing, Martin & Schrimshaw, Eric & Scheinmann, Roberta & Antebi-Gruszka, Nadav & Hirshfield, Sabina (August 2017). “Sexually Explicit Media Use by Sexual Identity: A Comparative Analysis of Gay, Bisexual, and Heterosexual Men in the United States”. Archives of Sexual Behavior, 46 (6). Activity 8: My Gendered Identity What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 20 minutes Objectives • Become aware that everybody- ourselves included- may differ in how we label ourselves and how we express ourselves. Instructions • Tgrhoisupacitsivsiatfyeisenfaocuuglhtaatinvde.tYhoaut psahrotuiclidpaonntlsy faepepl lcyotmhifsoriftaybolue.feel that the atmosphere in the • aatwIfhssiyepthohyeeuctfethidntsee:dbcgsaiterdshoxeee,udmtpgooe.sngneoldtvhetehers,r“oogCuenongnehdateitcnhrhuiesulxiamnpcer”te.ivisSnisttirtyoeh,nsbeseapgtnlhiadnatftbsoetyrhxmaiuss.akiElisnaopgcrhritiehvlniaenttaepetariaoerntpnidcr.eiAptshaseeknnytttsshstheooomnduerltdaoowfnltoofhocteuasftrhoelalilnrwoeewhsteihonrinegs • auttTohovneocfcyioodocmhanuancfsodlcureoddt,naiejsbu,ctlshoyetoevtreiuoerrfcecpoaadectnuresssogionomonirntaeiizalttethhreeteinhsaqgueulmdntesiessscewbtuiluovsatensbsisrooaaanutnbhtdfoeotvrwhceeuth.omsyi.nrsHegeoflvloweencest.vhoeDornwo, iwfnitrohetfeseteulhtnltectsroocuiodtrmoawgetaehsoitsuchtoae,mcdptofiavornirtttoyiactbiapslnheadnootwisrf • sAsecltaxelueranslaftteoiveealillnlyog, wsyoaytuotcuhanengsaupmseeoeptthlieme te4o,thriantvdheiecrsaritotehnatonhfabttihnteahregyyesnmcdaaleeyrsbhwraeivatehd jmpuesotrrsetownoo,r“wlpehosislcehgs”eu.nsdeesrpeadraalnledl 24 Gender Education of Teenage Boys

Topic 3 What We Learned In Unit 1 Activity 1: Definitions What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 15 minutes Objectives • Review the main terms discussed throughout Unit 1. Instructions • Ask the participants if they’d like to share something that they have learned from this Unit. After some discussion, ask the participants to jointly formulate the definitions of sex, gender and sexual orientation. The participants are allowed to check the internet and to consult dictionaries. The point of the exercise is to collectively agree on definitions. You should avoid dictating the definitions and encourage the participants to come up with them. However, some key elements to be included in the definitions should be: sex is biological and it is not always binary (male or female); gender identity is how you feel or identify in terms of maleness or femaleness; sexual orientation is about who you are attracted to, and possibly about your behavior and self-labelling, but not always. Gender Education of Teenage Boys 25

Unit 2 Gender Power: How Gender Influences Us Goals • Become aware that the way we see gender influences us, others and our well being. • Understand the concepts of «norms», «values», «tolerance», «appreciation». • Realize that some identity aspects can fall outside the norm. • Explore if and how the participants want to influence gender power. Topic 1 How My Identity Developed Activity 1: My Personal Identity Wheel What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 30 minutes Objectives • Reflect on how our personal identities are gendered. Instructions • Explain that this activity explores how gender plays a role in our personal lives. • Ask the participants to download the «My Personal Identity Wheel» sheet and use it to write short telegram-like texts on each of the sections of the wheel. • Ask the participants to give a short summary to the others about their personal identity wheels and how gender plays a role in their personal identity. • Close this activity by asking how it felt to describe yourself this way. Activity 2: My Social Identity Wheel What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 30 minutes 26 Gender Education of Teenage Boys

Objectives • Rexepflreecstsioonn.how our personal identities are informed by our social environment and social Instructions • Explain that we are shifting our attention from the personal to the social; how others see and influence us. • Ask the participants to download the «My Social identity wheel» sheet. • Ask if the participants understand all the words on it. If not, explain them (see definitions). • Ask the participants to write down their social identity aspects in the outer part of the wheel and answer the questions in the middle. • Explain that this information will not be shared with the other participants. Also mention that if they feel uncomfortable for the facilitator or others to see their comments, they should feel free not to list all their social identity aspects. • When the participants finish writing, ask how it felt to list these aspects (without showing the sheets). Activity 3: Sharing My Identity What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 45 minutes Objectives • Reflect on the nature of one’s identity. • Csoucltiaivlactoencterixtticsa. l thinking on how identities are socially constructed hence influenced by Instructions • Ask the participants to download the sheet «Sharing my identity» and to privately answer the following six questions about themselves: 1. What part of your identity are you most proud of? 2. Identities that have the strongest effect on how you see yourself as a person. 3. What part of your identity are you most comfortable sharing with other people? 4. What part of your identity do you think people first notice about you? 5. What part of your identity are you least comfortable sharing with other people? 6. What part of your identity did you struggle the most with while growing up? • Ask the participants to share their answers with the group as far as they are comfortable with sharing them. Others can ask questions. Gender Education of Teenage Boys 27

Topic 2 Norms And Values Activity 1: The Difference Between Norms and Values What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 20 minutes Objectives • Understand the difference between norms, values, and tolerance. • Appreciate diversity. Instructions • Introduce the terms norms, values and tolerance. Explain that these are often used interchangeably or ambiguously but that they actually have different meanings. Ask the participants what they understand when they hear each of these terms, ask them to think of examples of values and norms, and why they are different. After this short discussion, read the relevant definitions found in the platform. • Continue the discussion by posing some questions. For example: 1. Can you think of some examples of when people see their values as norms for themselves and for others? What happens when people do this? 2. When is it acceptable to set norms in a democracy? Is it acceptable when the majority decides for minorities where they should live, if they can use their own language, or with whom they can marry? 3. Is tolerance the same as acceptance, or as appreciation or celebration? You can remind them of different opinions and definitions found in the platform. Is tolerance arrogant as the Muslim girl implies, or is it how UNESCO labels it? • Close with the graph «Norms or values» found in the platform and explain the differences using the text on the sheet «Norms or values». You can also ask the participants to download it. Ask if they agree with this description of differences. 28 Gender Education of Teenage Boys

Activity 2: How Does It feel? What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 20 minutes Objectives • Become more aware of the pain, frustrations and consequences of hiding or denying one’s identity. Instructions • Explain that this activity is a «guided fantasy». It encourages the participants to imagine what they would do in different situations and feel how that would be. • Begin by asking the participants to do the quiz «How does it feel?» found on the G.EDU platform. An alternative is to go through the guided fantasy as a group; if you choose this variation, you can use the document “How does it feel- guided fantasy”. Take into account that this variation is suitable for groups that feel more safe and open to each other. • After all participants have completed the quiz, initiate a discussion asking them how it was to do the quiz and how they felt at the end. Confirm that when the expression of your identity is denied or forbidden, it feels very frustrating. Tip to the facilitator! Have in mind that there is the possibility that participants may respond with answers such as the use of alcohol or drugs to avoid negative feelings, or even suicide to end the feeling of being useless. Please be prepared for such answers. • Ask the participants if they had chosen gender as one aspect of their identity which feels important to them and why. Allow a discussion. • If they hadn’t, ask them to repeat the quiz while selecting gender as a key aspect of their identity. • Can they imagine what they would DO and how they would FEEL if they could not stick to traditional gender roles, or if they were transsexual and this was forbidden? Allow a discussion. Gender Education of Teenage Boys 29

Topic 3 How To Deal With Gender Power Activity 1: Unexpected Questions What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 50 minutes Objectives • Realize the influence of gender in interpersonal relations. • Reflect on questions relevant to handling interpersonal relations. Instructions • Explain that this activity is going to push the limits a little bit. Tell them it is a roleplay of someone calling someone else, and that you will divide roles between caller and called. There will be eight situations. In each situation, the gender of the person who calls you is set. We will do this activity in couples. • Assign the roles. Choose one of the participants as the person who is the caller. This person should start the phone call by reading the question found on the platform under each “Situation”. • Choose another participant as the person who answers the question. • You can show the roles to all the participants. An alternative is to give the role description (Situation) only to the caller. This can create some extra unexpected and comical situations. If you choose this option, the rest of the participants should not access the platform so that they won’t read the “Situations”. In this case, only you should access the platform. • The eight situations are based on four scenarios. Each scenario is repeated for a different gender. 1. Boy/girl puts arm around you. 2. In love but already involved. 3. Don’t want to use a condom. 4. Being trans boy/girl without “below” surgery. (If you think this scenario would be too much for your participants, you could consider replacing it with another scenario, maybe a scenario suggested by the participants). • If needed, you could lead a debriefing after each answer by asking if the participant who answered the call was surprised or shocked and how this influenced their answer. Alternatively, you can skip this step and ask the debriefing question: • Do you think that you have learned something from this activity in terms of how you could respond to surprising situations related to gender? 30 Gender Education of Teenage Boys

Activity 2: Wrap-Up What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 10 minutes Objectives • Consolidate what has been learned in this unit. Instructions • Ask the participants what they have picked up from this unit. The key question is: What have you learned about how gender or gender expectations influence your identity and your life? According to the available time and the energy in the class, the answer to these questions can be a full round with all the participants, or just some short remarks by some participants. Gender Education of Teenage Boys 31

Unit 3 Gender Stereotypes: How Stereotypes Affect Us Goals • Understand what «stereotypes» and «bias» mean. • Understand that stereotypes are needed to some extent, but can be dangerous as well. • Question stereotypes on masculinity and femininity. • Explore what can be done to question stereotypes. Topic 1 Stereotypes Activity 1: Why Do We Have Stereotypes? What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 40-60 minutes Objectives • Understand that stereotypes are based on the natural process of categorizing. • Understand that stereotypes can have a negative effect. Instructions • This activity is a dialogue on the concept of stereotypes. It discusses an interview with the researcher, Paul Bloom, who is of the opinion that we talk negatively about stereotypes, as if they are only used with a malicious intent. Paul Bloom thinks this is not the case; in reality we always try to understand the world by categorizing things and, according to Bloom, this is what stereotyping really is. • Ask the participants to brainstorm with each other about what they think the word «stereotype» means. During the exchange of definitions, you can note down the most important remarks on a shared digital whiteboard. • After this short discussion, read the text in the platform under the title “Stereotypes” to offer a nuanced view of stereotypes. • Announce to the participants that you are all going to listen to a nine minute interview with the researcher Paul Bloom on stereotypes found in the platform. Alternatively, you can give them the transcript of the interview to read, also found in the platform. • After watching it, discuss the interview with the participants by asking the following questions: 1. How does the way Paul Bloom talks about stereotypes differ from the catchwords and definitions we brainstormed before? 32 Gender Education of Teenage Boys

2. Why or when can stereotypes be good? 3. Paul says there are three main areas where people automatically stereotype. Can you remember which ones? Paul does not say why these aspects of people are automatically stereotyped. Why do you think this is? 4. At the end of the interview, Paul talks about how we can try to overcome our natural impulse to stereotype and to over-generalize. Can you remember his suggestion? • (Answer: Paul says that humans have instinctual survival instincts that are at the basis of stereotypes and quick judgments, but that we have evolved to be intelligent so we don’t need to always act on basic instincts, judgments and emotions that might mislead us. His suggestion to deal with stereotypes is rational deliberation, intelligent planning and nourishing or staunching our emotions in such a way that it helps to create a better world). • Because the last part of the video/text is a rather dense part, with difficult words, it may be necessary to reread the text several times to understand it properly. Do not explain it as a facilitator, but ask the participants to make sense of it. • Close the activity by asking from the participants to answer the five questions found in the platform. Activity 2: Whose Occupation? What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 30 minutes Objectives • Reflect on gender stereotypes in reference to occupations. Instructions • This activity is about jobs and careers. Many people believe some types of jobs are better for males and others for females. And in reality, some types of jobs are also occupied by more males than females or more females than males. In this activity we want to explore why this is so. • Begin by reading the “Introduction to the activity” on the platform. • Tell the participants to go to the platform and download the “Occupations short list”. Ask them to answer the five questions asked for each occupation. • As a facilitator, you can download the list of occupations. You can ask the participants to show hands for how they scored each occupation (while not yet engaging in discussion or commenting on choices). This way, you will get an overview of the scores. • In the platform, there are 20 occupations but you can also discuss 10 with the participants to keep the activity short. • Then lead a discussion using the following questions: Gender Education of Teenage Boys 33

1. Were there more jobs assigned to men, women, or both? 2. Were the jobs that require working a lot with people equally divided among men and women? 3. Were the jobs with high status equally divided among men and women? 4. Were the jobs with high salaries equally divided among men and women? 5. Were the jobs requiring a high education equally divided among men and women? • You can compare the individual guesses of the participants with the total scores on the facilitator sheet. If the guess of individuals is different from the score, inform the group and ask why they think their guess is different. Of course, both individual impressions and the average group impression may be factually incorrect. If there is time and interest, you can ask the group to do online research on how the occupations should be scored based on actual facts. There may not be a scientific or factual answer on all the scoring questions. • Close the discussion by asking what the impressions and learning points are. Also make the link to stereotypes. Some of the occupations may be stereotypically assigned to males or females, and the reality sometimes reflects the stereotypes. Discuss why this is. Is it because women or men can not do some occupations, or are there other reasons? Are these reasons «deliberated and intelligent» as Paul Bloom said in the first activity? Could there be a history behind it? Is the history behind it influenced by cultural norms? Have cultural and social norms around who can do which job changes over time? Why? Activity 3: About Strength What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 30-40 minutes Objectives • Recognize and reflect on the stereotype of men being strong and women being weak. Instructions • Explain that one of the most common stereotypes about men and women is that men are strong and women are weak. This activity is to study this view. • Ask the participants to go through this part of the platform and watch the video. • After watching the video, ask them to do the six-questions multiple choice activity. This activity is mainly to help them recall the information in the clip and to activate their brain to actively reflect on these facts. • When everybody is finished, ask them what they thought about the questions and answers. It may be that the participants are curious about the feedback on other answers. You can discuss this interactively. You can also find the quiz including the feedback in the file «Are Boys Stronger Quiz». 34 Gender Education of Teenage Boys

• Guide the debriefing dialogue by asking: 1. Who are stronger, boys or girls? Stimulate further dialogue with questions like: 2. Is physical strength more important than other strengths? Why? 3. Are images of boys and men being stronger realistic or exaggerated? Why? 4. In what respects are girls/women stronger? Did you know that before you saw the clip? 5. Do you think it would be useful for schools to include the discussion on the differences between boys and girls in their curriculum? Why (not)? Topic 2 Bias Activity 1: Implicit Bias What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 25 minutes Objectives • Understand the term implicit bias. • Reflect on their own implicit bias. • Consider how their implicit bias affects them. Instructions • Introduce the activity by explaining the term «implicit associations» found in the platform. • We have discussed «stereotypes» in different ways. Explain that sometimes people don’t want to stereotype, but they still do. This is partly an unconscious process. Having stereotypical views but not being conscious of it is called «implicit bias». Harvard University has developed a test which measures such implicit bias. We are going to try this out for ourselves. • Ask the participants to go to the relevant part of the platform which will instruct them to follow the relevant link and do the test. This measures one’s unconscious choices by monitoring the time one takes to answer the questions. Explain that If they make a «mistake», this is not a problem. The test will take them five to ten minutes. They should stop when they see the message: «You have completed the study». They will then be able to read their results just below the title: «Your responses suggested ...». • When all participants are finished, first ask them if they understand the results. They may not understand words like “science” and “liberal arts”, and they may not grasp that an association Gender Education of Teenage Boys 35

of male with science represents the “traditional view” on gender roles. The results can be a bias towards traditional views (an association of male with science and female with liberal arts), a bias towards non-traditional views (an association of female with science and male with liberal arts). The association can be slight, moderate, or strong, or there can be no association between science/liberal arts and gender. • Ask the participants if they were surprised about the results and why; if they feel comfortable with the result; or whether it disagrees with their self image. Stress that there is nothing “wrong” with having implicit bias one way or the other, but it is important to recognize that you have it and reflect on whether this agrees with what you are explicitly standing for. If the Implicit Association test has results that you don’t feel comfortable with, maybe it is a sign that you need to either change an explicit opinion, or work on changing your attitudes on a deeper level. Activity 2: “I Can’t Operate” Riddle What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 15 minutes Objectives • Realize the impact of gender stereotypes / categories. Instructions • Give the participants this riddle: «A father and son are in a horrible car crash that kills the dad. The son is rushed to the hospital; just as he’s about to go under the knife, the surgeon says, “I can’t operate—that boy is my son!”. Note that a surgeon is not allowed to operate on a family member. • Ask the participants to first privately write down their own guess on what is happening, and then to share it with the rest of the group. • Answer to the riddle: The possible answers to the riddle are that the surgeon is the boy’s mother, or the other (gay) dad of the boy. • It is common that only about 15% of people guess the surgeon is the mother. Reflect with the participants on why this is. • If people do not guess that the surgeon can be female, this represents a stereotype and implicit bias towards women. When participants come with a solution that the surgeon is gay, it may still be an example of implicit bias that women cannot be surgeons. • As a facilitator, you can use this article as background to facilitate the discussion, or you can share the article itself and discuss related experiences of participants. • Refer in the debriefing to stereotypes and implicit bias. 36 Gender Education of Teenage Boys

Topic 3 What Can You Do? Activity 1: How To Reduce Bias And Stereotypes What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 15 minutes Objectives • Explore possible ways to combat stereotypes. Instructions • Summarize the unit and refer to the concepts of stereotypes and implicit bias and categorizing. • Lead a closing discussion on how the participants think we can reduce bias. Note their thoughts on a shared digital whiteboard. Some ideas are: 1. Change stereotypes in reality (for example, include more women in traditionally ‘male’ jobs and vice versa). 2. Change self-perception (for example empower women or minorities, giving them more confidence or make them see issues as a challenge). 3. Become more aware of the damaging effects of certain stereotypes (avoid stereotyping, embracing diversity). 4. Create a safe environment in which it is not threatening to be different from expectations (where people are curious of diversity). • Note that some of the solutions may be part of a slower process than others. • If the participants do not come up with one or more of these, the facilitator can ask them questions that guide them into this direction, such as «Would there be stereotypes if jobs were equally distributed/executed by men and women?» or «What could teachers and school managers do to support students to have less bias and stereotypes?» • If thinking of ways to deal with stereotypes is difficult for the participants, you could ask the participants to read «The terrifying power of stereotypes – and how to deal with them» and then brainstorm. However, keep in mind that this may increase the risk of this activity becoming a non-reflective text analysis rather than activating the creativity of the participants. Tip to the facilitator! For further reading on the concepts of stereotypes and implicit bias as well as on how to combat stereotypes, you could consult the list of sources found here: «Empirically Validat- ed Strategies to Reduce Stereotype Threat». Gender Education of Teenage Boys 37

Unit 4 Gender Fights: Controversial Aspects Of Gender Goals • Explore the role of women in society. • Explore how women and men can be controlled by norms on femininity and masculinity. • Understand the terms «gender ideology» and «gender equality». • Become aware that this course is not neutral. Topic 1 History Activity 1: Women In History What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 20-30 minutes Objectives • Bwercitoinmge. aware that there are less women featuring in traditional history-telling and history- • wRerfitleincgt. on why there are less women featuring in traditional history-telling and history- Instructions • sstInhhhtioosrouuudllddnuiktcbeeiesetpaehbqissouuuuacntlh.itttOhbreauysdrteiethi«liolsignnteogsnr,tdywheeihsrpiflfeaiugrolhtlittcohsi»fpe.rainsnetthqsiutnhakalittthyn,aotatntehdveetrrheyebsrhoeodauyrladegbpreeeeoespqtluheaawltitmhy.oeTnethallinntdhkewsmoocmtiheeatnyt • Announce we are first going to talk about history. • hrAceaisssnkttoratirhcsykte(ttpthhhaeeirsmtsiiccsotiopmpaeeonxrttpeoslotydoroiefufnitrcahuomilswteonwnfihcvtoeehuneonyritnorttyuee)n.ranIsfmekttehf.oneraptnaedrntifcpivieperasnootrnsstaerrnaetwhveeorrmytehunannawwfhiavoere,waoenfredhifwsathmoeroyn,uyysooiuun • It will probably be more difficult to name women than men. Ask why this is. • (rhwahgocMeoeniifosspundtttomlhooldasdberreectyyeairn1h,ncsc.b0iagaksaIi0nutnanttodsshhmbrse,eetioetochithmprashfeeatlosleneyrufolaticEcnsnfimcahatudsimseirposiieocnnauoaskpnsu,tlaesthhwsposapoiespnotohwooelmsiespsoimmyattelpseivnnoaatlieeliannkyncmemyaooihrnauoefeiofslfdlldpftimutsoo«ihet«nerFwnootyhnaa.csefem,keeHrtbr.ehdooiaetAetuwrabcnhesnatyeeecuwmivUnnespeodKeelrmomain,acmfcioantaeetsetndnciittnoovd.lUfeefuahwSsnmmeeoth(xleslodmiaisknuomptee»sononpkrlpbsyyliieieynn.ttoiAghpoohpsrsrnfi)elseeaswteatooveidonwranfvmyrotdpa»ihaemnio.netntwTigeiao’rhsengntoire.soinwoBsmivbsnenmioeasytniroehbrmeaanniistlnoedii,otoknfyyttvnioehnoeianunegrrl 38 Gender Education of Teenage Boys

Activity 2: Women In Politics What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 50-60 minutes Objectives • Become aware of how women feature in current politics and explore why. Instructions • Begin this activity by explaining that we will now look at current politics. • tEhxeplraeinprtehseendtieffdergernocuep)baentwd eeeqnuietyq(ufaalirrterperaetsmeenntatt).ion (representation based on the size of • Announce we are now going to explore equal representation in politics. • coAursrkwretohnmetleypnian,rattilhcseoipntaranyttistoontofainlfgdooromvuetrcnwomuhpey.lneGtsiavanendtdhineremthseeaapErpcuhrroooxpinematanhteeCloyinm2te0mrmnisesintiouhnto.ewIsf ftomhreatrnheyisa.wreolmesesnmaerne • qDuisecsutsiosnifs:there is inequality of representation and why. You can use the following guiding 1o.f Btheeinirgoinwangcohviledrrnemn?ent is a busy job. Do the ministers have children? Do ministers take care 2th.iWs ihnafltuiesntcheewpoomliceyno’sr pidoeliotilcoaglypoafrtpicoilpitaictiaolnp?arties regarding women’s emancipation? Does 3re.pDroeseesntthaetiocnouinnttrhyeoirrotwhen Eauffraoirpse?an Commission make a clear effort to accomplish equal 4. What are the factors that make equal participation difficult? Activity 3: Are Women’s Politics Different? What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 60 minutes Gender Education of Teenage Boys 39

Objectives • Explore to what extent politicians have different styles based on their gender and how this influences politics. Instructions • Introduce this activity by saying that the Corona epidemic created a lot of criticism of governments. One of these criticisms appeared on Facebook in the form of a relevant image found in the platform. • Ask the participants what the “hidden” message of this image is. Make sure that they understand that the image claims that women politicians had dealt with the COVID-19 epidemic better than the men politicians. • Ask the participants to go in small subgroups (of two to four persons) and discuss if they think female government leaders have better managed the Corona epidemic. Allow them approximately 20 minutes to discuss this. • When the participants are back, ask them to report on the discussion. • Then, organize a game based on the statement «Female leaders combat the epidemic better». Explain that you will ask everyone to take a position regarding this statement. Assign two symbols as signs for «agree» and «disagree» so everybody can show their position using these signs. This way, they will also be able to see who agrees or disagrees without having to talk. Explain that you will ask the proponents to argue their case and the opponents to argue their case. Explain that participants are allowed to change their position during the game. • Facilitate the game by making sure the arguments become clear. • Give the participants the explicit space to shift their position, and if they want, to argue why they shifted position. • Close the game by saying that this game was just an exercise in exchanging opinions. There is no objective truth here. At the same time, it may be that political styles are influenced by gender roles. This means that a choice to vote for a man or a woman may have influence on how the country is governed. Topic 2 Control Activity 1: Fashion What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 60 minutes Objectives • Become aware of the role of fashion on women’s lives. • Explore if fashion can operate as a control mechanism. 40 Gender Education of Teenage Boys

Instructions • Introduce this activity by announcing we are going to study gender and fashion. • Ask the participants to read the text «The Prisoner of Gender» found in the platform. This can be done together online or individually by downloading the text. • Check if the participants took in the content and start a dialogue using the following questions: 1. Did men wear more or less beautiful clothing after the 17th century? 2. How does gender play a role in fashion, according to Elizabeth Wilson? 3. Some feminists are critical of women fashion. Why? 4. Why are women wearing high heels, according to Angela King? 5. Why is the cosmetics industry for women much larger than the cosmetics industry for men, according to Sandra Lee Bartky? 6. Why does Angela King consider fashion and cosmetics as turning a woman into an “ornamented surface”? • The questions are also available on the platform as multiple choice quiz with feedback. You can ask the participants to take this quiz, but a live discussion will have the added bonus of starting an interactive dialogue on the functions of fashion. As facilitator, you can use the alternative answers and feedback as guidance for the discussion. It may also be useful as a facilitator to read the full blog. • Final questions for the dialogue could be: 1. To what extent do you agree that women are in part «controlled» by fashion? 2. Do you think that men are (partly) controlled by fashion? Note: If participants think they are not controlled, check if the participants are all dressed very differently and with all possible colors. If this is not so, why did they «all by their own choice» choose very similar clothing? Why do boys not wear skirts or bright colors? Do they all wear their hair differently? (It is very rare that boys wear a dress or very colorful clothes; this shows that they are controlled by fashion to some extent.) Activity 2: Gender Policing What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 45 minutes Objectives • Become aware of how men and women control each other’s gender expression. • Explore why we have this control mechanism. Gender Education of Teenage Boys 41

Instructions • Announce we are now going to reflect more on how gender is controlled. • Explain that researchers say that most people in some way push other people to behave according to a certain gender role. For example, a boy who does not behave masculine enough can be told to «not be such a sissy», or when he shows emotions he may be told «to man up». A girl should be effeminate in specific ways. If she gives her opinion in a clear way, she may be told she is a «bitch», but when she is “too” feminine she may be told she should not behave like a «whore». This pushing of people to behave according to stereotypical gender roles is called «gender policing». • Show the video blog of Ashley Wylde (4’08), the link of which can be found in the platform. Introduce it by saying that this girl explains in her own words why she hates gender policing. • Allow short reactions to the blog. Help the group to phrase their opinions in a respectful way and not to become normative to the rest of the group forcing them to agree or disagree with Ashley. • Divide the participants in a few subgroups and ask them to answer the three following questions. Allow the groups to discuss the questions for approximately 20 minutes. 1. Do you see gender policing in your environment? 2. When do you feel «gender policed» yourself? 3. Did you ever (accidentally or on purpose) «gender police» others? • When they come back in the plenary, ask short impressions about the discussions without naming who said what exactly. • Ask the group if this discussion gave the participants new points of view, and how this dialogue may influence their lives. Topic 3 Fights Activity 1: Gender Ideology What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 45 minutes Objectives • Understand the concept «gender ideology» and become aware of the political tensions behind it. 42 Gender Education of Teenage Boys

Instructions • Announce that now we go into some more controversial issues. • There is increasing opposition to gender equality. This opposition has chosen to even denigrate the word «gender», saying it is an invention to make the «natural» difference between men and women unclear. They say that using the word «gender» represents a «gender ideology» which is a plot to destroy traditional family values. • In 2021, the Guardian journalist Jules Gleeson interviewed the famous philosopher Judith Butler. Butler speaks about how the anti-gender movement criticized her for using “gender” as something that is socially defined rather than just being biological. • Ask the participants to read the summary of the interview. • Ask the participants to give first reactions. • Then ask the participants to research the views of the anti-gender movement on the internet. They should arrange their notes in two columns: on one side the arguments of the anti- gender movement, and on the other side the arguments of the equality movement. If they cannot find an argument to match an argument from the other side, the participants can think of their own arguments. This exercise is a way of mapping the field, not (yet) to form an opinion. • In case the participants have difficulty finding the arguments, we have listed the four main arguments pro and against in the file “Research arguments gender ideology”. If you think this would be useful at the end of the activity, you can share this worksheet with the participants. • Ask the participants to report on the arguments. Activity 2: How To Respond To Critical Questions (part 1) What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 60 minutes Objectives • Explore one’s position in the gender debate. Instructions • icItnsnwoottnowroosriedpdoxuleuapcrnyleotdahrstegi.hsaTticsmhhoeeaeucafrttisrorigevseutittxmoyrpoeblbuoneynrtedassahi«osyogfitewnoongtwehdtxeeehprrascloi.tadrnetehoryeeloosguppyrroe»novdwpiolntouotpstwohashicsiitt.ciiovThihntwyeailngslahddmoeawsertgsriusotmyahafesattnmatstsoei.lymmTvheeaenlputseeegosca.opmWnleedewmowinatihelyl Round 1: • Ask the participants to divide themselves in three groups via breakout rooms: a group that Gender Education of Teenage Boys 43

cdoanmsaidgeinrsg tthoisgocooudrvsaelutoesb,eansudpapgorrotiuvpe tfhoartetqhuinaklistyt,haesgerotuwpotvhiaetwcsoanrseidteoros ethxtisrecmouer.se to be • cItfhhoaatnt ge(frooorfuepthx.aeTmeglplrotlehuep«shpeaisartrtitoc»iop, a«smnotpaseltlno(emsxhocoeuwpthtt»htheaeinrdmgr«iodtauddpleab»oy)npaesu),tattishnieggnofainfcieiolri.ntaetoorf tthakeessyma pbooslsitoiofnthine • Toarhfgetuhtmahtergenretosugtrpho.euyphsagvoe fionrtothseeipr paroastietiobnre. Tahkoeuytchroooomsesoannedptehresoirnawsshigonwmilel bnet tishetospaorgkueespwerhsiocnh • mAfitdedrltehperperseepnatrtahteioirnainrgsuumbgernotus.ps, the equality group, the values group and the group in the • IiAnnftttehhreisti,rhtebhreperaoektsoheuenrttsaromtiooamnys.a, lesoacshpgeraoku, pancdangrroeusppos ncadntoaltshoereoqthueersst atondwgitivhedrcaowunfoterrfiavregummineunttess. • mPaortviicnigpatnotasncoatnhechr agnroguepg.roups at any time they want, by changing their signifier or just by Activity 3: How To Respond To Critical Questions (part 2) What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 60 minutes Objectives • Become prepared to counter critical comments on why they have taken this course. Instructions Round 2: • tgDheiveniddpeearrttheiceqiuppaaalnritttyisc,iianpnaddniftafsegirnerontwutpogrtgohruaoptuscpotshn:aasnidgtrehoresuptohntihseasctotchuoernsyeswidteoerrbesebthedifasomcroeau.grisnegttoobgeoosudpvpaolurteivse. Pfourt • lEoinisxftpsoeultnachi,hnearastshkwaafntoadyrthcttiholsaarlrteiofaiiutcrnandtdotioeoisnsc,nnotoomrtytmastoobuuonunuincdtdataethesresnaitraojnuonddwvignwoelhmeoanpettinnlpytieoaaonbgp.oalIuietnstsnattehiomeistdhii,sseasrtnuso.dee.sxNtpaotenerviyeioonluceernottlhwyenmpoeopasinintsiiootonn • wntThhoheena-dttjwuethdeoegpgimerrrooenwunetpnaesldngqseouetehidnsastttioaolrnibeesriebtnhaeakeyoyowuncatadyrnottahhoseamktastdro;ogtfuehinmsedinerotnahttsismssioogafunktemt.htAeehnneotdtoihtsthehteroeyrgtsrhghorionuoukpul.phdTofthewheeinyltkhasteohtyafocauckalwedndate.yhxtipnolkosaroeyf • aWgrbohoueupnt”ittha,ebthogeuroytuswpahysactthoiemsirbeeotywoognneddtheteehrpe, etahrrengeu“temrdaedinnittisaotnnhaoelnyv-ajhulaudvegesm”uegsnreotdau.lpWwsahtaye.rntstbhyeyasfekienlgththeey “aerqeucaleliatyr • Then the other group does the same. • Tanhde hroouwndthcelsoeselesawrnitihngaefxapcielirtiaetnocre-lsedcarnefpleocstsiiobnlyobnewuhseadt tinheryealel adrisnceudssiniotnhsisonsetchoisndcoruorusned. 44 Gender Education of Teenage Boys

Gender Education of Teenage Boys 45

Module 2: Healthy Relationships 46 Gender Education of Teenage Boys

Module 2: Healthy Relationships Created by the Center for Social Innovation (CSI), Cyprus A module that delves into the vital topic of how we build and maintain healthy relationships. A module that addresses themes such as dating, intimacy, the male and female bodies, safe relationships and safe sexual behaviors. Great attention is paid to dating violence as well as consent. The idea of the family unit is also discussed from a number of different approaches. Unit 1 Dating And Playing Goals • Reflect on dating and sexual relationships. • Understand the essential characteristics of healthy relationships that exclude instances of emotional and physical harm. • Carefully consider each fictitious situation using the specific scenarios given and decide what the best-case scenario would be, which is generally an important life-skill. • Discuss the concepts of reproduction, different types of contraception, reproduction rights and abortion. Topic 1 Introduction Activity 1: Icebreaker What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 10-15 minutes Objectives • Understand what this topic is about. • Define and reflect on healthy relationships. Instructions • dAetescks.ctrhibeepiatr.tOicfipfearnstos mwehaetxtahmeypltehsi:nakfafehcetiaolnth, ycoremlamtiuonnischaitpiolno,okfeselliiknegacnodmwfohrictahbwleoardnsdcsoaufled, • Aplfatetfrowrmar.ds, tell them to take a look at the table of characteristics by Healthline via the • Conclude that mutual respect and trust are the key to any healthy relationship. Gender Education of Teenage Boys 47

Topic 2 How to date? Activity 1: The Start Of Something New What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 20 minutes Objectives • Introduce the topics that will be discussed in this unit. • Encourage the participants to share their emotions and thoughts on dating, and how they would approach another person. Instructions • Read the text found in the platform under the title “Activity 1: The start to something new” and explain that in this unit we will discuss how to approach someone we are interested in, how to balance the wants of the persons involved in a relationship, and how the changes in our bodies affect our emotions as well as the way we see other people. • Ask the participants to discuss the following two questions: “How would you approach someone you are interested in?”. Participants should discuss their thoughts with their peers and their facilitator(s). At this stage, the learners are expected to share their opinions, thoughts and even feelings about dating. The goal is to open the floor for discussion on this topic. Topic 3 More Than A Date? Activity 1: Time Together What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 20 minutes 48 Gender Education of Teenage Boys

Objectives • Talk about dating through defining a list of activities that two teenagers who are interested in each other can do together. • Introduce the participants to the subject of romantic relationships and allow them to share their experiences and/or expectations of first dates. • Identify rules for comfortable and safe dating. Instructions • Read with the participants the text found on the platform under the title “Activity 1: Time together” and then ask them to make a list of activities that two teenagers who are interested in each other could do together on a date or whenever they choose to spend time together, for example go to the cinema, watch a film, go for a walk, talk on the phone, chat on social media. • Then, invite them to share their list with their peers and exchange thoughts and opinions. Activity 2: Making Memories What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 20 minutes Objectives • Introduced the participants to romantic relationships by asking them to share their experiences and/or expectations of first dates. Instructions • Read together with the participants the informative text found in the platform under the title “Activity 1: Making Memories” and initiate a discussion about the following: Did you have a date already? If yes, reflect on your first date. How did you feel? If not, what are your expectations for the first date? What do you expect to happen next? Activity 3: Tips For Comfortable Dating What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Gender Education of Teenage Boys 49

Duration • 20 minutes Objectives • Identify rules for comfortable and safe dating. Instructions • Ask the participants to think about some of the things one does only with a boyfriend or a girlfriend, such as romantic walks, kissing, sexual activities. • Divide them in groups and ask them to make a checklist of ground rules for comfortable dating. Afterwards, they should discuss the checklist with the rest of the class. • Read with the participants the two texts that refer to “healthy” and “steady” relationships which can be found in blue boxes in the platform. • At the end, the participants should also reflect on the parameters they considered while making the checklist of rules for safe dating. Some questions for reflection as well as an indicative list of rules for safe dating is provided in the platform under the titles “Questions for reflection” and “Checklist”. Topic 4 Getting Closer Activity 1: Levels Of Intimacy I What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration • 10 minutes Objectives • Reflect on levels of intimacy. Instructions • The participants are given a list of digital cards, corresponding to levels of intimacy, found in the platform under the title “Activity 1: Levels of Intimacy I”. Then they are asked to form groups of three to four people and review the cards within their group. 50 Gender Education of Teenage Boys