["Activity 20: Past Experiences II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand Michael Kaufman\u2019s theory about the seven P\u2019 s of men\u2019s violence. \u2022\t Understand the idea of the Past Experiences. Instructions \u2022\t Continuing from the previous activity, read with the participants the informative text about the seventh \u201cP\u201d that is the \u201cPast Experiences\u201d. Tell the participants that kids who grow up witnessing violence are far more likely to use violence themselves. \u2022\t Instruct the participants to take the quiz titled \u201cTopic 3.8. Activity 20: Past Experiences II\u201d and reflect on the idea that everyone who has experienced violent situations will themselves use violence in the future. \u2022\t Ask the participants to move to Topic 4 found in the platform when they finish taking the quiz. Topic 4 Ideas And Myths About Perpetrators Activity 21: Myths What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Reflect on the myths about perpetrators and the importance of disassembling these ideas to fight gender-based violence. Gender Education of Teenage Boys 101","Instructions \u2022\t Begin by reading with the participants the informative text that introduces them to the ideas and myths about perpetrators. \u2022\t Then invite the participants to take the quiz titled \u201cTopic 4 Activity 21: Myths\u201d found in the platform that asks them their opinion on four different typical statements related to myths about perpetrators. Tip to the facilitator! 2Fo1l:loMwyitnhgs\u201dy:ou can find some feedback for the questions of the Quiz titled \u201cTopic 4 Activity Fdeeer-dbbaascekdtvoioQleunecsetioanpp1e: aFrrsomin aa ssoimciiolaercpoenrocmenictapgeersinpercictihv,ewtohrekriengiscalacsosnosrenpsouosrtpheaotpgleen. - uFbnfresoeoeetmudsonbifacdankvecixropkiselettetooonyop,Qcddleeue.aeapsstrtaeiaoslslnsi.imo2An:pnAldoelrtechdvaoieufunfsegerihneosnftothvmepioeeclreassnstouecndeoai,elfibtshuysathdvaoiisnswogprtdarhoeasbrptslee,amtcphifaseicrctgodromeifaatgpthnlmeeoxspaliyejso,rrrpetihtelayitstroeasfdthotowhruseitlmsdhufntafhoereert tscFdtrohihaersreuuiekpsgsd,cfesbabobsceateuthtgcxotwkeeirsnyensttooeedtatnnhelQsacraboueltalo,elubotesahsufatleissdbpooegornt)oeoht3bhbnac:uldvepoTteemrehtroxphi-ssbibrespoliatreseobesmaenilneildcssstmeoeacv.sdaiabonwbilwndeyiotinidrmhtceeecbadstnepraiuoyrgiegnnasaattianuedlbsrdritupediesrlteaeeshat.t.ei,eAoIiatdrnpnipsasadhasriiritmptst,snibpmberuoeorptrtsoltw;netaaoenicsnettadinautnolsltat,ahhuolleioenftmytdmineo(aetdrfensnrptrudarwegenarhlpdaaloobettittuuohrssnoaaeet--f puFhttoheaonreerlpseadu.eadbssTroeanhaxcaboiikcttofa.tgiuoldletyeQn,tahdtuheeceiarssa-ntbbiinoaihlvnisetoey4llpdv:teoTvtshihoceiahlsmeabdnneeckgtleeieeeeirfswpmcahotinhciuchielhsdomtisihccosaeeumvlanveenedtodseimrrstisghaetifaasnetnawdwatoeinenmddglfeetrtanaohrkmahnintavtgvghioeoetlehtesosentwircaraegato,arewdtignhsnysettordhetfeehfdcioeriirsspeisidoe,eenwrmpaseb.ettlcBhiranuaangtt- Activity 22: Myths, Why Disassemble Them? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 5 minutes Objectives \u2022\t Reflect on the myths about perpetrators and the importance of disassembling these ideas to fight gender-based violence. Instructions \u2022\t Read with the participants the text found in the platform and discuss that perpetrator programs help thousands of men who want help with their own violent behavior. \u2022\t Then ask the participants to take the quiz titled \u201cTopic 4.1 Activity 22: Why disassemble them?\u201d and inform them that this activity concludes Unit 1 of this module. 102 Gender Education of Teenage Boys","Unit 2 Gender Based Violence Goals \u2022\t Understand the difference between aggressiveness and violence \u2022\t Reflect on the concept of Gender Based Violence \u2022\t Learn and understand the Violence Pyramid (J.Galtung) and reflect on its classification. \u2022\t Identify and understand the different types of Gender Based Violence \u2022\t Identify and understand the different settings of Gender Based Violence \u2022\t Review the definition of Gender Based Violence and reflect on it after the Unit Topic 1 Aggressivity Or Violence? Activity 1 and 2: Aggressivity Or Violence? I and II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Introduce the subjects discussed in this unit. \u2022\t Understand what violence is and why gender-based violence is distinct. Instructions \u2022\t Begin by reading the informative text found in the platform and inform the participants that in this unit you will discuss what violence is and why gender-based violence is distinct. \u2022\t Note to the participants that although we often use the words aggressive and violent as synonyms, they are in fact different. \u2022\t Ask the participants to take the quiz titled \u201cTopic 1 Activity 1 and 2 Aggressiveness and Violence I and II\u201d that is expected to help them understand the difference between aggressiveness and violence. The quiz includes questions about what the participants define as aggressive and what as violent. \u2022\t When the participants finish the quiz ask them to press the button \u201cclick here to continue\u201d which will take them to the next activity. Gender Education of Teenage Boys 103","Activity 3: Aggressivity Or Violence? III What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Introduce the subjects discussed in this unit. \u2022\t Understand what violence is and why gender-based violence is different. Instructions \u2022\t Read with the participants the informative texts about aggressiveness and violence. \u2022\t Emphasize that aggressiveness is a biological response related to a survival instinct and that violence on the other hand is learned behavior with a huge load of premeditation and intentionality. \u2022\t Continue by asking the participants to take the quiz, found in the platform, titled \u201cTopic 1 Activity 3: Aggressiveness or Violence? III\u201d that asks them to reflect on all that was mentioned and write three examples of violent situations and three examples of aggressive situations. \u2022\t After they finish the quiz ask them to press the button \u201cclick here to continue\u201d which will take them to the next topic. Topic 2 What Is GBV? Activity 4 and 5: What Is Gender-Based Violence? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Reflect on the concept of Gender Based Violence. 104 Gender Education of Teenage Boys","Instructions \u2022\t Inform the participants that you will try to define Gender Based Violence. Urge them to reflect on all that has been discussed throughout this module so far. \u2022\t Then ask them to take the quiz titled \u201cTopic 2 Activity 4 & 5: What is GBV? I & II\u201d found in the platform. The participants are first asked to look for an image that makes them think of GBV and up-load it to the platform. They are advised to search for the image on the internet, in a magazine or, even better, take a picture with their phone but avoid their own image in the picture. Second, they are asked to say why they have chosen this image. Third, they are invited to share the image they chose and the explanation they gave with the group. Finally, the participants are requested to write their own definition of gender-based violence. Topic 3 Gender Based Violence Pyramid Activity 6: Place In The Pyramid What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Learn and understand the Violence Pyramid (J.Galtung). \u2022\t Reflect on the classification of the Violence Pyramid (J. Galtung). Instructions \u2022\t Allow the participants to read the informative text about the pyramid of violence introduced by Johan Galtung. The Norwegian sociologist defined a pyramid on which one can place different acts of gender-based violence. The pyramid is halved in a visible and an invisible part and four levels in total. Emphasize that according to the pyramid classification it all takes place in a patriarchal society and that murder is placed at the top of the pyramid. \u2022\t Invite the participants to take the quiz they will find in the platform under the title \u201cTopic 3 Activity 6: Place in the Pyramid\u201d The questions of the quiz ask the participants to try and place the actions mentioned there on the pyramid of violence based on what they have discussed thus far. \u2022\t Then tell the participants to press on the button \u201cclick here to continue\u201d that will bring them back to the pyramid. \u2022\t Read with the participants the actions classified on the pyramid. Ask them questions such as \u201cDo you think that visible forms of violence such as rape would be rarer in a society where subtle forms of violence, such as sexist language, are more condemned?\u201d \u2022\t When they finish the quiz, they will be directed to the next topic of this unit. Gender Education of Teenage Boys 105","Topic 4 Types Of Gender Based Violence Activity 7: Types Of GBV What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 20 minutes Objectives \u2022\t Identify and understand the different types of Gender Based Violence Instructions \u2022\t Allow the participants to read the information provided in the platform about the different types of gender-based violence. Explain that the different types are the physical, the psychological, the sexual, the economic and the social violence. \u2022\t Then the participants will take some time to complete the quiz found in the platform under the title \u201cTopic 4 Activity 7: Types of GBV\u201d where they will try to describe physical violence in their own words. \u2022\t Following this, urge the participants to read the feedback provided in the platform about the definition of physical violence offered by the Council of Europe. \u2022\t Afterwards ask them to take the quiz titled \u201cTopic 4.1 Activity 7: Types of GBV\u201d. Here they are asked to give three examples of physical violence and to describe psychological violence in their own words. \u2022\t Continue by reading with the participants the informative text about the psychological aspect of violence. \u2022\t Tell the participants to take the quiz titled \u201cTopic 4.2 Activity 7: Types of GBV\u201d. There they are asked to offer three examples of psychological violence and to describe sexual violence in their own words. \u2022\t Next, read with the participants the text found in the platform about the definition of sexual violence offered by the World Health Organization. \u2022\t Instruct the participants to answer the quiz titled \u201cTopic 4.3 Activity 7: Types of GBV\u201d and name three examples of sexual violence in addition to describing economic violence in their own words. \u2022\t Ask the participants to read the feedback about economic violence offered by the European Institute of Gender Equality. \u2022\t After this, ask the participants to take the quiz titled \u201cTopic 4.4 Activity 7: Types of GBV\u201d. There they will offer three examples of economic violence and describe social violence using their own words. \u2022\t Then ask the participants to read the text explaining that social violence is any form of limitation, control, or inducement of social isolation of a person and afterwards take the quiz titled \u201cTopic 4.4 Activity 7: Types of GBV\u201d where they will be asked to offer three examples of social violence. \u2022\t They will then continue to the next topic of this unit. 106 Gender Education of Teenage Boys","Tip to the facilitator! For more information about the types of gender-based violence see here: https:\/\/www.coe.int\/en\/web\/gender-matters\/physical-violence https:\/\/www.coe.int\/en\/web\/gender-matters\/psychological-violence https:\/\/www.who.int\/violence_injury_prevention\/violence\/global_campaign\/en\/chap6. pdf Topic 5 Settings Of Gender Based Violence Activity 8: What Would You Say\u2026? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Identify and understand the different settings of Gender Based Violence. Instructions \u2022\t Tell the participants that they will now be asked to think about the different scenarios where gender-based violence might act. \u2022\t Ask them to take the quiz titled \u201cTopic 5 Activity 8: What would you say\u2026?\u201d. There they will be asked to name four different settings where gender-based violence could happen. Activity 9: Settings of Gender Based Violence What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Gender Education of Teenage Boys 107","Objectives \u2022\t Identify and understand the different settings of Gender Based Violence. Instructions \u2022\t Moving forward, review with the participants the four different settings where gender-based violence could happen starting with the gender-based violence by the intimate partner. Ask them to take the quiz titled \u201cTopic 5.1 Activity 9: Settings of GBV\u201d and name three examples of gender-based violence by the intimate partner. \u2022\t Following this, read with the participants the text about the second setting of gender-based violence that is the gender-based violence in the family. Instruct the participants to take the quiz title \u201c\u201cTopic 5.2 Activity 9: Settings of GBV\u201d and offer three examples of gender-based violence in the family. \u2022\t Continue by reading the text about the third setting of gender-based violence that is the gender-based violence at the workplace. Tell the participants to take the quiz title \u201c\u201cTopic 5.3 Activity 9: Settings of GBV\u201d and write three examples of gender-based violence at the workplace. \u2022\t Afterwards, read the text about the fourth setting of gender-based violence that is the gender-based violence in the social and community sphere. Ask the participants to take the quiz title \u201c\u201cTopic 5.4 Activity 9: Settings of GBV\u201d and write three examples of gender-based violence in the social and community sphere. \u2022\t Afterwards, the participants are directed to return to Topic 2. Return To Topic 2 So\u2026 What Is Gender Based Violence? Activity 10: So\u2026 What is GBV I? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Review the definition of Gender Based Violence and reflect on it after the Unit. Instructions \u2022\t Ask the participants to rewind and remember the group definition of Gender Based Violence. \u2022\t After reading it again, the participants are asked to take the quiz found in the platform under the title \u201cReturn to Topic 2 Activity 10 So\u2026 What is GBV?\u201d. They are urged to consider whether they would change their group definition of gender-based violence and discuss amongst themselves. It is important here to encourage the participants to talk and express their opinions. When they have concluded in their new group definition of gender-based violence they are asked to upload it in the platform. 108 Gender Education of Teenage Boys","Activity 11: So\u2026 What is GBV? II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Review the definition of Gender Based Violence and reflect on it after the Unit. Instructions \u2022\t Continue from the previous activity by reading with the participants the definition offered by the UN for gender-based violence. \u2022\t Then ask them to take the quiz titled \u201cReturn to Topic 2 Activity 11 So\u2026 What is GBV? II\u201d. There they are asked to compare the UN definition with the group\u2019s definition and discuss as a group. \u2022\t Close this unit with a reflection of the issues discussed. Gender Education of Teenage Boys 109","Unit 3 Psychological Violence Goals \u2022\t Reflect on the gravity of Psychological violence in all its forms. \u2022\t Understand how and why Psychological violence can be more difficult to identify and therefore easier to accept. \u2022\t Understand how and why Psychological violence can be an entrance door and lead to other kinds of GBV. \u2022\t Reflect on the concept of Romantic Love and its relation with GBV. \u2022\t Learn The Circle of Abuse in GBV. \u2022\t Identify the relation between psychological violence and invisible GBV. \u2022\t Think of alternative behaviors in the face of psychological violence. Topic 1 Is It Violence? Activity 1: Is This Violence? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Identify Psychological Violence in a toxic relationship Instructions \u2022\t Read the text found in the platform that introduces the participants to the subjects discussed in this unit. \u2022\t Then move to read the text found under the title \u201cIs it violence?\u201d in Topic 1 of Unit 3. Apply emphasis to the fact that any psychological abuse is as real as physical abuse. \u2022\t Ask the participants to take the quiz provided in the platform found under the title \u201cTopic 1 Activity 1: Is it violence?\u201d. There they will be invited to watch a video and answer three questions based on what they watched. The participants are called on to give their first opinion on psychological violence in a relationship. 110 Gender Education of Teenage Boys","Topic 2 Does It Leave A Mark? Activity 2: Does It Leave A Mark? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Relate Galtung\u2019s Pyramid, and its invisibility in GBV, with Psychological Violence. Instructions \u2022\t Remind the participants what has been discussed in the previous Unit about Galtung\u2019s Pyramid. \u2022\t Then ask them to answer the question of the quiz found in the platform under the title \u201cTopic 2 Activity 2: Does it leave a mark?\u201d. \u2022\t Following this, explain to the participants that psychological violence is kind of invisible and the consequences are sometimes invisible too, it seems that there are no consequences. And it is, therefore, easy to hide. \u2022\t Direct the participants to move to the next topic. Topic 3 Is It Easier To Accept? Activity 3: Is It Easier To Accept? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Gender Education of Teenage Boys 111","Objectives \u2022\t Understand how Psychological Violence can be easier to accept than other kinds of violence, in the beginning of a relationship. Instructions \u2022\t Ask the participants to take the quiz titled \u201cTopic 3 Activity 3: Is it easier to accept?\u201d. There they will first be asked to give their opinion based on the three scenarios provided. Activity 4: What Would You Say\u2026? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Understand how Psychological Violence can be easier to accept than other kinds of violence, in the beginning of a relationship. Instructions \u2022\t Read with the participants the text found in the platform and emphasize that it is not always so easy to react to violence when the person that hurts you is someone you love. \u2022\t Instruct the participants to take the quiz titled \u201cTopic 3.1. Activity 4: What would you say?\u201d and answer the question found there. Activity 5: Romantic Love? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes 112 Gender Education of Teenage Boys","Objectives \u2022\t Understand how Psychological Violence can be easier to accept than other kinds of violence, in the beginning of a relationship. \u2022\t Reflect on the relation of the idea of Romantic Love and GBV. \u2022\t Understand the effect on the idea of Romantic Love has on GBV. Instructions \u2022\t Review with the participants the informative text and images found in the platform for this activity. Explain that the well spread idea of romantic love is not neutral, it has many consequences. And one of them is that it has become a dangerous weapon for those boys and men who want to have power, control or possess girls and women. \u2022\t Afterwards the participants will see some images of scenes from animated movies. Ask them to take the quiz titled Topic 3.2. Activity 5: Romantic Love\u201d and write down how they think these movies portray love and whether they suggest ideas about love that can be associated with toxic relationships. Activity 6: Love Actually What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Understand how Psychological Violence can be easier to accept than other kinds of violence, in the beginning of a relationship. \u2022\t Reflect on the relation of the idea of Romantic Love and GBV. \u2022\t Understand the effect on the idea of Romantic Love has on GBV. Instructions \u2022\t Discuss with the participants the notion that the patriarchal idea of love is within all those stories, and it has become, most of the time, the model of romantic relationships. \u2022\t Following this ask them to take the quiz titled \u201cTopic 3.3. Activity 6: Love Actually\u201d. There they will be invited to watch a short video from the romantic movie \u201cLove Actually\u201d and answer a question. Tip to the facilitator! You can also watch the short video from the romantic movie \u201cLove Actually\u201d here. Gender Education of Teenage Boys 113","Topic 4 Is It An Entrance Door? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Understand that the subtle manifestations of Psychological Violence can make it an entrance door for other violent situations. Instructions \u2022\t Request that the participants read the text found in the platform. Note that the subtle manifestations which psychological violence includes can be harder to identify in the beginning and, therefore, easier to accept and enter in the spiral of violence. Topic 5 Is It Always There? Activity 7: Psychological Violence: Is It An Entrance Door? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 25 minutes Objectives \u2022\t Identify Psychological Violence in teenage relationships. \u2022\t Understand the Cycle of Abuse. \u2022\t Reflect on ways to act when facing Psychological Violence and alternatives to avoid it. Instructions \u2022\t Ask the participants to read the text and review the informative image offered in the platform about psychological violence and the cycle of abuse. Draw their attention to the fact that if you take a closer look at all other kinds of violence, you will always find psychological violence there. Explain the three stages of the cycle of abuse and how they repeat themselves. \u2022\t After this, invite the participants to take the quiz found in the platform titled \u201cTopic 5 Activity 7: Is it always there?\u201d. There the participants will watch five videos and answer two questions relevant to each of the videos. They are called on to identify psychological violence in teenage relationships. The activity and the Unit end with a question where the participants are asked to discuss possible reactions or alternative behaviors for both girls and boys portrayed in the videos. 114 Gender Education of Teenage Boys","Unit 4 Sexual Violence Goals \u2022\t Learn and understand a Sexual Violence classification, based on the contact and the relationship with the perpetrator. \u2022\t Learn, understand, and reflect on the concepts of Sexting and Sexpreading. \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Understand, identify, and reflect on the social mechanisms that promote Rape Culture. \u2022\t Review the idea of Consent. \u2022\t Identify myths about Sexual Violence. \u2022\t Explore alternatives to violence in relationships. \u2022\t Reflect on the role of boys and men in combating GBV. Topic 1 Sexual Violence Types Activity 1: Place On The Axis What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand a Sexual Violence classification, based on the contact and the relationship with the perpetrator. Instructions \u2022\t Begin by introducing the participants to the subjects that will be discussed in this unit. Emphasize that sexual violence cannot be seen as isolated acts affecting particular individuals alone, because it is actually the result of a broader concept of violence in which men\u2019s relationships with women are based on power and control. \u2022\t Remind the participants the definition that the World Health Organisation (WHO) offers about sexual violence. Tip to the facilitator! You can find the definition of sexual violence and further information on the issue here. Gender Education of Teenage Boys 115","\u2022\t Continue by reviewing with the participants the classification of acts of sexual violence based on different axes which is offered in the platform. Explain that sexual violence acts can be based on the axis of contact whether that is physical or not physical. \u2022\t Also, inform the participants that a second axis of such acts is based on the relationship with the perpetrator, and they can occur either in intimate or non-intimate relationships. \u2022\t Having reviewed this material, the participants are asked to take the quiz titled \u201cTopic 1 Activity 1: Place on the axis\u201d found in the platform. Activity 2: New Forms of Sexual Violence What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand and reflect on the concepts of Sexting and Sexpreading. Instructions \u2022\t Note to the participants that new forms of sexual violence such as sexting and sexpreading have developed in the digital word we are living in and that the denial to use contraceptive methods is also considered as an act of sexual violence. \u2022\t Ask the participants to take the quiz titled \u201cTopic 1.1. Activity 2: New Forms of Sexual Violence\u201d. There, the participants are asked to watch three videos and answer the relevant questions. When they finish the quiz ask them to press on the button \u201cclick here to continue\u201d which will take them to the next part of this Topic. \u2022\t Read with the participants the text found in the platform which emphasizes that denial to use contraceptive methods is a form of sexual violence. \u2022\t Following this, draw their attention to other forms of sexual violence listed in the platform. Tip to the facilitator! You can find further information about the different forms of sexual violence here. 116 Gender Education of Teenage Boys","Topic 2 Rape Culture Activity 3 and 4: The Culture of Rape What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. Instructions \u2022\t Start by introducing the participants to the issue that will be discussed in this topic. Inform the participants that rape culture refers to the social and cultural structure that normalizes, justifies, accepts, and makes invisible sexual violence. \u2022\t Instruct the participants to take the quiz titled \u201cTopic 2 Activity 3 & 4: The culture of rape\u201d found in the platform. Activity 5: Objectification and Sexualization What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. \u2022\t Identify Objectification and Sexualization of women. Gender Education of Teenage Boys 117","Instructions \u2022\t Continue by reminding the participants that as we have seen before, sexual violence is not inherent to human being, but it is a social construction. So, to eradicate this, is necessary to be awareness of the social mechanisms that promote it. \u2022\t Inform the participants that objectification and sexualization are two concepts that work together to turn women into sexual objects. \u2022\t Ask the participants to take the quiz titled \u201cTopic 2.1. Activity 5: Objectification & Sexualization\u201d found in the platform Activity 6: Domination\u2019s Eroticization What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. \u2022\t Identify \u201cDomination\u2019s Eroticization\u201d Instructions \u2022\t Use the text found in the platform to explain to the participants that \u201cdomination\u2019s eroticization\u201d is a process dictated by patriarchy. Men and women are expected to get excited by images and experiences of masculine domination over women. \u2022\t Instruct the participants to take the quiz titled \u201cTopic 2.2 Activity 6: The domination\u2019s eroticization\u201d. Activity 7: Hegemonic Pornography I What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) 118 Gender Education of Teenage Boys","Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. \u2022\t Reflect on how Hegemonic Pornography contributes and promotes rape culture Instructions \u2022\t Tell the participants to take the quiz titled \u201cTopic 2.3. Activity 7: Hegemonic Pornography\u201d found in the platform. There the participants will be asked to answer seven question relevant to hegemonic pornography and will be offered feedback on their answers. Tip to the facilitator! Feedback to some of the questions included in the quiz \u201cTopic 2.3. Activity 7: Hegemonic Pornography\u201d: Question: \u201cAt what age do you think boys start watching porn?\u201d Feedback: The average age for starting to watch porn is 14 for boys and 16 for girls. How- ever at least 1 in every 4 boys started before the age of 13, and the earliest age goes down to 8 years old. Question: \u201cDo you think boys watch more porn than girls?\u201d Feedback: Pornography consumption is higher in men. 87% have seen these movies every now and then, and 30% consider themselves a little addicted or very addicted. Question: \u201cDo you think there is a relation between hegemonic pornography consumption and risk sexual behaviors?\u201d Feedback: Fifty percent of young men admit having increased risk sexual behaviors after having watch porn. Hegemonic pornography is behind the rising of risk sexual behavior, meaning behaviors that can have a negative impact on health such as unprotected sex, sex groups, sex with violence etc. Question: \u201cDo you think there is any relation between hegemonic pornography and pros- titution? What is the relation do you think?\u201d Feedback: Hegemonic pornography generates a \u201cbehavior escalation\u201d, from image con- sumption to other practices related to prostitution. 46,7 % of men have received sexual offers adds while watching porn, and 4,5 % admit having encountered or be willing to pay for them. Question: \u201cDo you think hegemonic pornography consumption could be the main source of sex education among young boys and girls?\u201d Feedback: Around 80% of young boys and girls declare not having received a satisfactory affective-sexual education or not having received it at all. Gender Education of Teenage Boys 119","Activity 8: Hegemonic Pornography II What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. \u2022\t Reflect on how Hegemonic Pornography contributes and promotes rape culture Instructions \u2022\t Read with the participants the text found in the platform explaining that hegemonic pornography is based on the values of hegemonic masculinity, objectification, sexualization, and masculine domination. \u2022\t Following this, ask them to take the quiz titled \u201cTopic 2.4. Activity 8: Hegemonic Pornography II\u201d found in the platform. There they will be asked to answer questions about how they think hegemonic pornography is portraying men and women and how this portrayal may be confusing to young people who watch pornography. Activity 9: Blaming The Victim What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. \u2022\t Understand and reflect on the concept of \u201cblaming the victim\u201d 120 Gender Education of Teenage Boys","Instructions \u2022\t Instruct the participants to take the quiz found in the platform titled \u201cTopic 2.5. Activity 9: Blaming the victim\u201d. Here they will be asked if they are familiar with the sentence \u201cShe was asking for it\u201d and urged to reflect on what they think this sentence means when it is related to sexual violence. When they finish taking the quiz, ask them to press on the button \u201cclick here to continue\u201d that will take them to the next part of this topic. Activity 10: Consent What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Learn and understand the concept of Rape Culture. \u2022\t Identify elements that contribute to Rape Culture. \u2022\t Reflect on the idea of Consent. Instructions \u2022\t Ask the participants to read the text found in the platform and explain that \u201cRape is the only crime where the perpetrator feels innocent, and the victim feels ashamed\u201d. \u2022\t Inform them that the issues discussed in this topic lead back the concept of \u201cconsent\u201d which they have reviewed before. Then ask them to watch the video about consent. \u2022\t Tell them to take the quiz found in the platform titled \u201cTopic 2.6 Activity 10: Consent\u201d. \u2022\t Conclude this topic by watching the humorous video titled \u201cAsking for it\u201d offered in the platform. Topic 3 Myths On Sexual Violence Activity 11: Is It Rape? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Gender Education of Teenage Boys 121","Duration \u2022\t 20 minutes Objectives \u2022\t Identify myths about Sexual Violence Instructions \u2022\t Begin by introducing the participants to the subjects that will be discussed in this topic. Emphasize that there are a lot of myths about sexual violence that represents an obstacle to the victim\u2019s reparation and contribute to the crime\u2019s impunity. \u2022\t Ask the participants to review the informative texts offered in the platform about the myths associated to sexual violence. Review the myths about perpetrators being motivated by sexual desire, perpetrators being people with psychiatric illnesses, dirty old men or monsters, sexual violence happens to young and beautiful women, an excited man can\u2019t control himself, and rape happens, mostly, during the night in dark and lonely places. \u2022\t After this, ask the participants to take the quiz titled \u201cTopic 3 Activity 11: Is it rape?\u201d found in the platform. There the participants are asked to watch the video and answer the questions. Topic 4 Sexual Violence Consequences What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Identify the consequences of sexual violence. Instructions \u2022\t Introduce the participants to what will be discussed in this topic. Note that sexual violence means an aggression and a use of someone\u2019s body for the sexual gratification of some other person, preventing the use and right of self-freedom. It can have effects in different aspects of a woman\u2019s life; among them we can find psychological, physical, economic, social, and behavioral consequences. \u2022\t Continue by urging the participants to read the texts about the different types of consequences that sexual violence has. Mention that there are mental health consequences: both psychological and behavioural, physical consequences, sexual and reproductive health consequences, social relationship consequences, and mortal consequences. \u2022\t When you finish reviewing the consequences, ask the participants to move to the next topic. 122 Gender Education of Teenage Boys","Topic 5 A Different Way Activity 12: Is There A Different Way? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Explore alternatives to violence in relationships. \u2022\t Reflect on the role of boys and men in combating GBV. Instructions \u2022\t Ask the participants to take the quiz titled \u201cTopic 5 Activity 12: A different way\u201d found in the platform first. There the participants will be asked to watch a video and answer the questions based on what they watched. \u2022\t Afterwards, ask them to press on the button \u201cclick here to continue\u201d that will take them to the next part of this topic. Review with the participants the informative text about movements and campaigns that are working towards combating gender-based violence. \u2022\t End the activity and the unit by watching with the participants the video titled \u201cBoys don\u2019t cry\u201d offered in the platform. Tip to the facilitator! You can also watch the video \u201cBoys don\u2019t cry\u201d here. Gender Education of Teenage Boys 123","Module 4: Be The Change 124 Gender Education of Teenage Boys","Module 1: Be The Change Created by the Center for Gender Equality and History, Cyprus 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. Unit 1 My Place in the World! Goals \u2022\t Define \u201cdiversity\u201d. \u2022\t Acknowledge the importance of diversity. \u2022\t Define \u201cidentity\u201d. \u2022\t Reflect on one\u2019s own identity. \u2022\t Rbeycboirgtnhizoertbhyatcshoociciael,idviesnibtlietieosrainrevidsiybnlea.mic in the sense that they can be stable or fluid, \u2022\t Rexepceorgineinzceetsh. at everyone has multiple social identities and these impact a person\u2019s \u2022\t uRencdoegrsntiozeodthaastsoscoicailelytyredleevtaenrmt, ivnaelusewdhoirchdisidfaevnotrietide.s matter or which identities are \u2022\t Recognize that an identity can be more prominent in one context than another. \u2022\t Understand how identity can lead to priviliege and discrimination. \u2022\t Dsoectieacltcosintuteaxttio. ns when an identity is empowering or disempowering according to the \u2022\t Identify situations when focusing on a single identity can lead to violence. Topic 1 Introductions Variation If you are facilitating this Unit with a new group of participants rather than as part of the larger course, you can integrate here \u201cStep 2: Getting to know each other\u201d of the \u201cIntro- duction to the course\u201d of this guide (p. 14) which refers to an introductory circle where participants introduce themselves by saying their name, age and one thing they are proud of about themselves. Activity 1: Icebreaker What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Gender Education of Teenage Boys 125","Activity 1: Circle Of Expectations What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t Varies according to the number of participants. Objectives \u2022\t Reflect on one\u2019s expectations from this Unit. Instructions \u2022\t Start a \u201ccircle\u201d where each participant should state one or two things they expect from this course. \u2022\t Alternatively, you could give them two minutes to write one or two things they expect from this course and send them via text (for example, if you use zoom, they could send it via the \u201cchat\u201d). Then, you could read them out-loud. Activity 2: Introducing Each Other What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t Varies according to the number of participants. Objectives \u2022\t Build trust between the participants. \u2022\t Build a safer learning space. \u2022\t Get acquainted with the diversity of the group and the identities of the participants. Instructions \u2022\t (Dmivoidree) tahbeouptaretaiccihpaonthtserin(appapirrso,xiumsiantgelyvirtwtuoalarnodoamhsa, laf nmdinguivteestfhoermeafcihve). minutes to learn \u2022\t pExaprtlaiciinpathnattw, oilnl bcee tahsekefdivetompirneusteenstptahsesi,rtphaeirptaorttihceippalnetnsawryillwreitthuirnnotnoethmeinpuleten.ary and each \u2022\t ocAonftneevrmertishnaeutitofeinvte.ompirneuseten,t bthrienigr palalirbabcaksetdo othnethpeletnhainrygsanthdatgitvheeyeahcahvepelersaornneadpdpurorixnimg athteeliyr 126 Gender Education of Teenage Boys","Activity 3: Group Agreement What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Set \/ Refresh the rules to follow during the course. \u2022\t Share responsibility and ownership of the rules. Instructions \u2022\t If this is a new group, follow the exact instructions found in \u201cStep 3: Ground Rules\/ Group Agreement\u201d under the subchapter \u201cIntroduction to the Course\u201d of this Guide (p. 14). \u2022\t If the group has already gone through the \u201cIntroduction to the Course\u201d, you could make a variation of the relevant activity. In this case, instead of asking each participant to think of one to three rules that they would consider important for the group to follow, ask them to think of one rule that they found to be most important during their participation in this course up to this point. Topic 2 Diversity and Identity Activity 1: Tell Me Who You Are! What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 45 minutes Objectives \u2022\t Recognize there is diversity between the participants. \u2022\t Define \u201cdiversity\u201d. \u2022\t Acknowledge the importance of diversity. \u2022\t Realize that diversity is inherent to life and can make life interesting. \u2022\t Define \u201cidentity\u201d. \u2022\t Reflect on one\u2019s own identities. Gender Education of Teenage Boys 127","Instructions Step 1: Drawing the Tree of Identity \u2022\t Ask the participants to draw their Tree of Identity. A sample of such a tree can be found in the platform. \u2022\t As shown in the sample, the Tree of Identity must have six branches. For each branch they must write one identity which represents an aspect of who they are. \u2022\t Explain that the six identities must be qualities or characteristics which are important to them and which they would probably use to describe themselves to a person they just met. Explain that there is no wrong or right answer. An identity refers to any quality or characteristic of a person. \u2022\t However, explain that for the sake of the exercise, it is better to avoid adjectives such as \u00abbeautiful\u00bb, \u00abgood\u00bb etc. or physical characteristics related to appearance such as \u00abgreen- eyed\u00bb, \u00abblond\u00bb etc. UNLESS they are really important to them in terms of who they are. It is preferable, for the sake of this activity, to focus on identities which make them belong to a group. For example, age group (being a teenager), gender (being a boy), ethnicity (being a Cypriot), race, hobbies (being an athlete), religion etc. \u2022\t To help them understand how to do this, you can make your own Tree of Identity or use the example of a famous person to do a (hypothetical) Tree. \u2022\t Give them a few minutes to write their six identities. Step 2: Find common identities \u2022\t Divide the participants in groups of three-four people using virtual rooms and ask them to find out whether others share one or more common identities with them. \u2022\t Whenever they find someone who has written one identity that is the same as theirs, they should note their name next to the relevant identity. \u2022\t Rearrange the rooms twice so that everyone will pass from all groups to find common identities. Step 3: Discussion \u2022\t Bring everyone back to the plenary and lead a discussion based on the following questions: \u201cWHAT\u201d QUESTIONS (TO REFLECT ON WHAT HAPPENED) - Have you found the same identities with a lot of people or with a few? - Did you have an identity that no one else had? - How did you feel when you found common identities? - How did you feel when you didn\u2019t find anyone sharing your identity? - Did you enjoy meeting someone with whom you shared an identity? - Did you enjoy meeting someone who had different or unique identities? \u201cWHY\u201d QUESTIONS (TO REFLECT ON WHY IT HAPPENED) - Why do you think that it mattered to you (finding a common identity with someone)? - Do you think having different identities is an obstacle in making friends or connecting to other people? - Is it necessary to have common identities in order to feel that you belong? - Are you able to accept someone only as long as they have the same identities as yours? - Do you think you should decide your identity according to the identities of others or based on the expectations of others? 128 Gender Education of Teenage Boys","- Is it a positive\/negative thing to have common\/different identities? Can it cause problems? Would it be better if we were all the same? \u2022\t It is expected that the discussion will conclude that we all have some identities that we share with others and at the same time each one of us has unique identities and characteristics. In society, having different identities is called \u00abDiversity\u00bb. At this point, you should read the definition of \u00abDiversity\u00bb together with the group (found on the platform). \u2022\t It is also expected that you will be able to declare through the conversation that diversity can result in problems if we don\u2019t respect the identities of others and if we are not willing to enjoy both our commonalities and our differences. However, the fact that every person and even every animal or plant is unique is what makes our lives interesting! Definition of diversity (found in the platform) Diversity is the condition of having, or being composed of, differing elements. When we refer to human societies, diversity refers to the range of human differences. For example, human beings can have differences based on their ethnicity, gender, age, reli- gion, political beliefs, sexual orientation and many other social or personal characteristics. Topic 3 Social Identities Activity 1: Me In The world! What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 30 minutes Objectives \u2022\t Reflect on one\u2019s own identity. \u2022\t Acknowledge the impact of identities on one\u2019s life. \u2022\t Understand how identity can lead to priviliege and discrimination. \u2022\t Detect situations when an identity is empowering or disempowering according to the social context. \u2022\t Recognize that society determines which identities matter or which identities are understood as socially relevant, valued or disfavored. \u2022\t Recognize that an identity can be more prominent in one context than another. Gender Education of Teenage Boys 129","Instructions \u2022\t Building on the previous activity, ask the participants to choose (out of the six branches of their Tree of Identity): (A) Two identities which empower them or make them feel comfortable or even important in the social environment they live in. (B) Two identities which disempower them or make them feel uncomfortable or devalued in the social environment they live in. \u2022\t Explain that this doesn\u2019t necessarily mean that an identity empowers\/disempowers them all the time. It could be that a particular identity makes them sometimes feel comfortable\/ uncomfortable, or just has made them feel that once, during an incident or a situation. \u2022\t Share a board with the participants. You could do this by creating a shared interactive board using relevant programs with virtual sticky notes. \u2022\t The board must be divided in two categories\/areas: (A) Empowering Identities. (B) Disempowering Identities. \u2022\t Ask the participants to write their selected identities in virtual sticky notes (anonymously) and allocate them under the appropriate column. Note that it is possible to put an identity in both columns. \u2022\t Close the activity with a discussion based on the following questions: -Was it easy\/difficult for you to allocate identities as empowering or disempowering? -What do you observe? Which identities are repeated in each column? -Are there aspects of identities which can be found in both columns? Why do you think that is? -What makes an identity empowering or disempowering? \u2022\t It is expected that the discussion will indicate that an identity can be experienced as empowering or disempowering according to the social context and the social hierarchies dominating different societies or groups. Activity 2: Are You The Same Person? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 25 minutes Objectives \u2022\t Recognize that social identities are dynamic in the sense that they can be stable or fluid, by birth or by choice, visible or invisible. \u2022\t Recognize that an identity can be more prominent in one context than another. 130 Gender Education of Teenage Boys","Instructions \u2022\t Explain to the participants that you will divide them into virtual rooms of three to four people. The aim is to examine some questions and present them to the plenary. \u2022\t The questions are: - Is identity something stable or does it change? Are all identities the same in this respect? - Are there identities that can not change? Which are they? - Are identities something visible or invisible to others? \u2022\t To answer the above questions, they are expected to go back to their own Trees and get inspired by examples of their own identities to reflect on. Which of those identities did they have three years ago? Which of those identities can or cannot change? Which are visible or invisible? \u2022\t Give them eight minutes in the rooms. \u2022\t Return everyone to the plenary and ask each team to present their thoughts. \u2022\t It is expected that the discussion will put light to the dynamic nature of identities. The participants should realize that some identities are by birth, others are by choice, some identities are visible to others and some are invisible, some identities are stable and some are changing. Moreover, the level of fluidity is also dynamic. It is possible that an identity changes once or twice in your life (for example, before a certain age you are a child and above a certain age you are an adult) but it is also possible for an identity to be constantly changing (for example one\u2019s dress style). Also, the context changes the impact of an identity (for example, being tall in a basketball class has a different significance than being tall in an English class). Tip to the facilitator! At this point, the discussion about sex\/gender may come up. Some participants could mention that sex is by birth, while gender is socially constructed and can differ from so- ciety to society, and from one time period to another time period. For this reason, it is advisable, as a preparation for this activity, to consult the definitions of sex and gender found on the platform, under Topic 2: What is sex and what is gender (of this Unit). It is also good to keep in mind that biologal sex can also change by hormone therapy and\/or surgery. Remember, however, that it is not the purpose of this activity to go into detail in regard to the difference between \u201csex\u201d (biological) and \u201cgender\u201d (social) because this will be discussed at a later stage of this course. Topic 4 Closing Reflections Activity 1: Find The Object! What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Gender Education of Teenage Boys 131","Duration \u2022\t 5 minutes Objectives \u2022\t Energize the group. Instructions \u2022\t Explain to the participants that you will play a short game! \u2022\t The aim of the game is to bring a number of particular items to their desk in three minutes. \u2022\t You can use the items listed in the platform or choose different ones. \u2022\t The game begins as soon as you set the alarm and say \u2018\u2019Go\u2019\u2019. \u2022\t wWhhiechneisvethr esotmraedoitnioenfainl icshheeess, ethoefyCsyhporuulsd. shout a funny word. The word could be \u201cHalloumi\u201d \u2022\t Whoever brings all the items to their desk up to the alarm ring, they win! Tip to the facilitator! This activity may not be appropriate if the group includes people with physical disabilities or injuries. In that case, you should replace this with a more appropriate energizer accord- ing to the abilities of the group. Activity 2: Recap What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 15 minutes Objectives \u2022\t Define identity. \u2022\t List different types of social identities (national identity, gender identity etc.). \u2022\t Reflect on the components of one\u2019s own social identity. Instructions \u2022\t Atefrtmer itdheenaticttyi.vities you have been through, ask the participants how they would define the \u2022\t Allow a few answers. \u2022\t aTghreene, rweiathd tthhies ddeeffiinniittiioonn.of identity (see below or find on the platform) and discuss if you all 132 Gender Education of Teenage Boys","Definition of Identity The word \u201cidentity\u201d simply means being what one is! If we refer to your identity as a per- son, we just mean who you are. In contemporary society, when we talk about the identity of a person we may refer to: -A person\u2019s characteristics, qualities, feelings, beliefs, experiences, interests, preferences, and anything else which make them who they are -A person\u2019s sense of self, meaning who they think they are, or how they view or perceive themselves to be -How a person sees themselves compared to others and how others see them When we refer to identities which are based on our sense of belonging to a group of people or in major social categories\u2015such as gender, age, race, ethnicity, religion, sexual orientation, class, and many others\u2015we then refer to \u201csocial identities\u201d. In this context, based on the social category linked to each identity, one can refer to different social identi- ties, such as national identity (Greek or Turkish ect.), religious identity (Christian or Muslim etc.), gender identity (woman or man etc.), sexual identity (gay or straight etc.), and the list goes on. \u2022\t After reading the definition of identity, ask the participants to see the \u00abComponents of one\u2019s social identity\u00bb graph in the platform. \u2022\t Explain that each color refers to a social category which determines our identity. \u2022\t Note that the place of each social category in the wheel does not imply that one is more important than another. \u2022\t Read the categories out-loud and discuss together the meaning and the significance of each component. Activity 3: One Identity What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Identify situations when focusing on a single identity can lead to stereotyping, discrimination, and violence. Instructions \u2022\t Initiate a discussion using the following questions: Gender Education of Teenage Boys 133","-To what extent do we judge people based on one identity only? -What effects may come up by judging people based on one identity? \u2022\t Allow a short discussion. \u2022\t Explain that, to help explore these questions, you will show a picture (that is, the picture of a soccer fan getting beaten by a group of supporters of the opposite team). The link can be found on the platform. \u2022\t Continue the discussion using the following questions: -Why does violence happen in this case? -What is the relation to identity in this case? -Reintroduce the question: -What effects may come up by judging people based on one identity? \u2022\t It is expected that the discussion will conclude that focusing on one identity can lead to the dehumanization of a person, that is, when someone sees just an identity (a football fan), they miss the opportunity to see the other person as a human being, they fail to acknowledge that the other person exists, having their own feelings, struggles, loved ones, etc. This leads to phenomena such stereotyping, discrimination, prejudice, and physical violence. You can mention that we are going to explore some of these terms later in the course. Activity 4: Word Cloud! What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Assess and reflect on the experience of taking this course so far. Instructions \u2022\t Ask the participants to write down one or more words which describe the feeling(s) they have right now, after completing this course. \u2022\t If you wish, you could use a program, such as \u201cmentimeter\u201d, with which you can create a shared space (via a shared link) where the participants can write (anonymously) their word and the program will automatically generate a word cloud out of all their words. \u2022\t Alternatively, you could do this simply by asking them to send you their words via text and then you insert their words (anonymously) on a document and share your screen with everyone. 134 Gender Education of Teenage Boys","Unit 2 In your shoes! Goals \u2022\t Define \u201cstereotype\u201d. \u2022\t Define \u201cprejudice\u201d. \u2022\t Define \u201cdiscrimination\u201d. \u2022\t Construct a definition of \u201csocial privilege\u201d. \u2022\t Identify different forms of discrimination (sexism, racism, agism, classism, homophobia). \u2022\t Strengthen empathy for people of other genders, classes, colors, etc. Topic 1 Ice-Breaking And Recap Activity 1: Guess Who! What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 20 minutes Objectives \u2022\t Break the ice \/ Reinforce rapport among participants. \u2022\t Build\/ Enhance trust between the participants. \u2022\t Create \/ Reinforce a relaxed learning environment. \u2022\t Build a safer learning space. Instructions \u2022\t Explain to the participants that before you begin the lesson, you would like to give everyone the opportunity to learn a little more about each other! So, you will all play a game named \u00abGuess who\u00bb! \u2022\t Each person will write down three facts about themselves which are not obvious to the eye. For example, one should not write \u00abI have blue eyes\u00bb but they could write \u00abI am an only child\u00bb, \u00abI love football\u00bb, \u00abI speak Chinese\u00bb etc. \u2022\t They will then send their answers to you [as the facilitator]. \u2022\t After you have received the statements of all the participants, read out loud the three statements of each participant. Every time you read a person\u2019s statements ask the group to guess who they think we are talking about. \u2022\t This way we will see how much we know each other as a group. \u2022\t In case the group comes from the same classroom and therefore you know that they already Gender Education of Teenage Boys 135","know each other, you could ask them from the beginning to think of three things that would make it difficult for their friends to immediately recognize them. \u2022\t It is advisable to include yourself in the game. \u2022\t During the conversation, be aware of possible stereotypes. For example, \u00abI didn\u2019t think that she would love heavy metal. She seems so sweet\u00bb. \u00abI didn\u2019t think he would enjoy romantic movies. He looks mutcho and clever\u00bb. These kinds of presumptions and stereotyping about others is very easy to come out during this activity. \u2022\t It is expected that during (and at the end of) this activity you will help the group notice that we often make judgments about others without really knowing them. Explain that this is something we will explore during this unit. Activity 2: Recap Unit 1 What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Recall basic terms and ideas learned in Unit 1. \u2022\t Reinforce the fundamental rules that must be followed by the group. Instructions \u2022\t Ask the participants to say a few things that they remember from Unit 1. \u2022\t Refresh the Group Agreement rules if needed (see \u201cStep 3: Ground Rules \/ Group Agreement\u201d (p. 14) and \u201cActivity 3: Group Agreement\u201d (p. 127). Topic 2 What Is Social Privilege? Activity 1: Race Of Privilege What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) 136 Gender Education of Teenage Boys","Duration \u2022\t 30 minutes Objectives \u2022\t Detect and define social privilege. \u2022\t Identify the relationship between identity and privilege (that is, understand that certain identities, such as one\u2019s gender, race and class, can be a privilege or a disadvantage in the given social context). \u2022\t Reflect on one\u2019s own privileges. \u2022\t Recognise that other people may be struggling just because of their identities in the given social settings. \u2022\t Cultivate empathy. Preparation needed in advance for this activity \u2022\t To implement this activity, you will need to create a digital file which will operate as a digital board. This board must show a line of virtual pawns representing each role in a \u201cvirtual race\u201d. You must be able to move the pawns during the lesson. See an example below: Instructions \u2022\t Explain to the participants that you are going to play a game based on different roles or fictional characters. \u2022\t Explain that each participant will receive one role. \u2022\t Make clear however that they are not going to act or play theater. They will just follow a simple instruction according to what they assume that their character \/ role would do. Particularly, they will be asked to make a step forward in a virtual race. \u2022\t At this stage, you need to distribute the roles. This could be done via chat or email or any way you find practical. Gender Education of Teenage Boys 137","\u2022\t Below you can find fifteen roles to be distributed to the participants. If there are more participants in the groups, please invent some additional roles inspired by the existing ones and add them to the game. \u2022\t Examples of roles. Have in mind that these roles were designed in the context of Cyprus. You can adjust them according to your context. 1.\t You are a young man refugee from Syria. You traveled to Cyprus along with your wife and your little daughter via a small boat with other refugees. Your request for asylum was approved. You now work as a delivery man with the minimum wage. 2.\t You are a 16-year-old girl from Palestine. You lost your father in a conflict. Your mother decided that you should use all your money to pay for a boat with other refugees and travel to Cyprus. You are now living in a refugee reception center waiting for your asylum request to be examined by the Cyprus government. 3.\t You are an immigrant man from Nigeria. You have lived your childhood in extreme poverty and domestic violence. An agent from a university advertised that you could become a student in Cyprus, a peaceful and financially prosperous EU country, while working there. You decided to borrow money to pay the fees and the tickets. However, when you arrived, you could not make enough money to pay for the second year of university. You are therefore considered now as an illegal immigrant because you are not registered in your university. Although the police could arrest and deport you, you continue to work in Cyprus for as long as possible and save money. 4.\t You are a white 15-year-old Greek-Cypriot girl living in Cyprus. You are on a wheelchair as you can not use your legs. You are living a happy life in a loving and supportive family. You have good grades at school and your family is middle class. 5.\t You are a white man, owner of a large insurance company. You have inherited a huge property from your family who raised you with love and care. Your parents are very proud of you. 6.\t You are a woman, president of a sports club, an important department of which is football. Although in the beginning you faced doubt and prejudice from some members of the Board as this was the first time a woman was president of a football club in Cyprus, the results you brought were impressive. Therefore, despite the gossip and the doubts, you have now earned the respect of the vast majority of the members of the club. 7.\t You are Cypriot student at the University of Cyprus. Your parents support you financially, they love and care for you. 8.\t You are a Cypriot soldier. Your family is middle class and supports you always. You have been accepted for studying at the medical department of a very prestigious university. You are gay but you haven\u2019t told anyone because you are afraid to face the reactions of your parents and your circle. You are dating a man but you keep your relationship secret. 9.\t You are a 19-year-old girl in your first year at university. You are blind from birth and your mother is always with you at the university classes. Your family takes care of you and love you. However, it is extremely difficult for you to walk alone in the streets as this is very dangerous due to the car traffic, and because you don\u2019t know if you could defend yourself if someone tried to take advantage of you or harass you. 10.\tYou are a 55-year-old man. You were recently fired because the factory you had been working for the last years faced financial collapse. Your wife does not work as she has always been a housewife. You are now living on your savings and your unemployment allowance. You are looking for work but employers see you as too old to hire you because they prefer to invest in younger employees. \u2022\t Give the participants a few minutes to read their role and ask you privately if they need any clarifications. \u2022\t Then, ask them to imagine the details of their role. To do this, you will make some questions and they must use their imagination to answer them, in order to build their role. 138 Gender Education of Teenage Boys","Tip to the facilitator! You could ask the participants to close their eyes after each question and use their imagi- nation to build their role in their mind. -What do you imagine that your childhood was like? -What sort of jobs did your parent(s) do? -What sort of house do you live in now? -With whom do you live? -What do you do in the morning and in the evening? -Where do you socialize? -What excites you and what are you afraid of? \u2022\t After this, explain that during the game you will read a list of statements. Their character, that is, the pawn representing their character, must take a step forward in the virtual race if the situation is true for them (their role). If the situation is not true for them, they should stay put. Remind them that they are now acting according to their role. \u2022\t Remind them also that they will have to decide if the statement is true according to their own judgment and assumptions about their character. \u2022\t When everyone is ready, start with reading the first statement out of the list of statements: 1.\t Take one step forward if you have never really worried about your next meal (worried that you would go hungry). 2.\t Take one step forward if you have both your parents to support you, take care of you and love you. 3.\t Take one step forward if you have never experienced sexual harassment in your life (such as unwanted touch, verbal harassment on the street, ect.). 4.\t Take one step forward if your childhood was full of play and joy. 5.\t Take one step forward if you have never really experienced violence. 6.\t Take one step forward if you have never been the receiver of racism. 7.\t Take one step forward if people generally see you with respect. 8.\t Take one step forward if you are free to go out and openly hug your loved one. 9.\t Take one step forward if you can just drop by the mini-market of your neighborhood whenever you decide (provided that it happens during its open hours). 10.\tTake one step forward if you can easily arrange a doctor\u2019s appointment whenever you need to. \u2022\t When a pawn reaches the finish line, celebrate and congratulate the winner. \u2022\t After this, initiate a discussion based on the following questions: -What did you think of this activity? -How did it make you feel? -Why did some people take more steps than others? -Can you guess what was the role of the character who won the race? -Can you guess what was the role of the character who came last? \u2022\t Ask them to share their roles. Gender Education of Teenage Boys 139","\u2022\t Continue the discussion using the question: -Is this activity relevant to real life and social realities? -How is this linked to identity as we have seen it throughout Unit 1? \u2022\t Conclude the activity with linking it to the next one when you will discuss what is a social privilege, and what it means to say that there are people or groups who are more privileged or less privileged than others. Tip to the facilitator! After the activity, it is advisable to do a quick activity aiming to symbolically free the par- ticipants from the identification with their roles. This refers to a symbolic shower. Ask the participants to stand up and start shaking each hand and leg eight consecutive times, then four times, then two times and then one time. Shake as if you are getting rid of something off your hand or leg. Then, raise both hands above your head and imagine that the water is running from the top of your head all over your body. Begin to move your hands from the top of your head toward your feet. Follow this movement while you are making the sound of the water (shh..) to wash off your role. Activity 2: Why Does Privilege Exist? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 30 minutes Objectives \u2022\t Construct a definition of social privilege. Instructions \u2022\t Divide the participants in virtual rooms of approximately three people. Ask them to discuss the following questions: i-nBeaqseudaliotineswexhiastt?we have seen through the previous activity, why do you think social -pWrivhialetgdeodetshiatnmoetahnertso?say that there are people or groups who are more privileged or less -Why do particular groups of people continue to face more obstacles than other groups? \u2022\t Give five minutes to the group discussion. \u2022\t Bring them back and ask from a representative to briefly present the findings of their team to the plenary. \u2022\t After this, explain that you are going to explore together the causes of inequalities in the next activities. 140 Gender Education of Teenage Boys","Topic 3 The Cycle Of Oppression Activity 1: The Image In Our Head What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 50 minutes Objectives \u2022\t Realize we often jump to arbitrary assumptions. \u2022\t This activity intends to be a starting point on the subject of stereotypes which is covered in this topic. Preparation needed in advance for this activity \u2022\t As this activity is about gender segregation in occupations, you need to have at hand some examples of non-stereotypical workers\/professionals to share with the participants at the last phase of this activity. You can find some examples in the platform where we have included some relevant links. However, it is advisable to check in advance whether the existing examples are appropriate for your audience or whether you would like to use different occupations or examples. Instructions \u2022\t Ask the participants to take three minutes individually to note: -What does a blacksmith look like? (How is their physical appearance? What do they wear? etc). -What does a nursery teacher look like? -What does a referee look like? -What does a secretary look like? -What does a nurse look like? -What does someone with learning disabilities look like? Tip to the facilitator! You could exchange the professions with any profession or quality which you find appro- priate for a particular group. For example, a hairdresser, a spy, a butcher etc. Gender Education of Teenage Boys 141","\u2022\t Back to the plenary, ask some participants to share their view on the professions. \u2022\t Reveal one real person who is each one of the above. The person should embody something different than the stereotype. For example, show them a picture (preferably from a real female plumber living in their country, a picture from a real male secretary etc). \u2022\t Close the activity with a short discussion based on the following questions: -Were you surprised? -What did this exercise make you think? \u2022\t It is better to keep this discussion very brief because you will have the opportunity for a deeper converstation on the same subject at the end of the next activity. Activity 2: Cards What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 50 minutes Objectives \u2022\t Define \u201cstereotype\u201d. \u2022\t Detect stereotypes. \u2022\t Reflect on one\u2019s own stereotypes. Instructions \u2022\t Divide the participants in groups of two to three persons. \u2022\t Assign to each group a pair of characters described in the relevant cards found on the platform. \u2022\t Particularly: -One group must take the characters found in the A and F cards -One group must take the characters found in the B and G cards -One group must take the characters found in the C and H cards -One group must take the characters found in the D and I cards -One group must take the characters found in the E and J cards \u2022\t Explain that the pairs can take five minutes to write down the answers to the following questions: -What do they imagine that each character looks like? -What personality traits do they have? 142 Gender Education of Teenage Boys","-What are their likes and dislikes? -Which of the two characters they would rather spend a day with, and why? \u2022\t Bring the groups back to the plenary and ask them to share their characters with the rest of the group and explain who they had chosen to spend their day with, and why. \u2022\t After all groups have presented, reveale that in reality the two characters are one person. Particularly, reveal that: -The A and F cards refer to David Beckham. He has been a supporter of UNICEF for many years. In January 2005 he became a Goodwill Ambassador with a special focus on UNICEF\u2019s Sports for Development programme. -The C and H cards refer to child soldiers. Accurate figures on child soldiers are not available \u2013 but tens of thousands of teenagers, including girls, have fought in conflicts around the globe. -The B and G cards refer to Yusuf Islam. He was recently voted Songwriter of the year. He performed at the Nelson Mandela tribute concert and last year dueted on a recording with Ronan Keating. He was known as Cat Stevens until he converted to Islam in 1977 when he became an active British Muslim. -The D and I cards refer to Ellen Johnson-Sirleaf. She became Liberia\u2019s president in 2006, making her Africa\u2019s first elected female leader. She is a former World Bank economist. -The E and J cards refer to Tanni Grey-Thompson. She was born with spina bifida. She is a highly successful wheelchair athlete, who has won 14 medals, nine of which are gold, countless European titles, six London Marathons and has over 30 world records. * The material for this activity have been created by the British Red Cross (see https:\/\/sharemylesson.com\/teaching-resource\/introduction-stereotyping-183354, https:\/\/ www.redcross.org.uk\/get-involved\/teaching-resources). \u2022\t Close the activity with a discussion based on the following questions: -Were you surprised with the revelation? -Was there anything that made an impression on you from this activity? Why? -Have you ever felt that people assumed things about you? -How do we call this phenomenon of assuming things about someone without knowing them, just based on a particular identity? \u2022\t In reference to the last question, introduce the definition of the term \u00abstereotype\u00bb found on the platform. Definition of stereotype The term \u201cstereotype\u201d, as used today, has been introduced by Walter Lippmann to describe ideas and images which are already fixed in our minds, and are not necessarily based on our actual experience but rather on an a priori constructed opinion or belief which pre- vents our judgment. In other words, stereotypes are forms, opinions and images which have been embedded and are used in order to judge or evaluate something according to a predefined view. An example of this can be: \u201cwomen are bad drivers\u201d. Because there is this prefixed opinion in someone\u2019s mind, in the case of a woman being a bad driver, this will be perceived as a confirmation of the prefixed opinion (stereotype) while, in case a man is being a bad driver, this experience will be perceived as an exception to the rule. Gender Education of Teenage Boys 143","Activity 3: Cycle Of Oppression What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 25 minutes Objectives \u2022\t Define \u201cstereotype\u201d, \u201cprejudice\u201d, \u201cdiscrimination\u201d, and \u201coppression\u201d. \u2022\t Recognize the impact of stereotypes on the reproduction of social inequalities. Instructions \u2022\t Introduce the cycle of oppression (found on the platform) as an effort to understand why certain inequalities are reproduced in contemporary society. \u2022\t Read the cycle together with the group. \u2022\t Read it step-by-step, along with the definitions and the links (from stereotypes to prejudice, from prejudice to discrimination, etc.). \u2022\t During this process, ask the participants to think of examples. The example may come from their own personal experiences or the experiences of friends and acquaintances, or even from a book or a movie. Topic 4 Closing Reflections Activity 1: Matrix Of Oppression What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 10 minutes Objectives \u2022\t Detect and define types of discrimination and oppression (racism, sexism, transgender oppression, heterosexism, classism, ableism, religious oppression, ageism). 144 Gender Education of Teenage Boys","Instructions \u2022\t Introduce the \u00abmatrix of oppression\u00bb to the participants, which is found on the platform, and explain that this is one way to present the different types of discrimination and oppression (racism, sexism, transgender oppression, heterosexism, classism, ableism, religious oppression, ageism). \u2022\t Ask from the participants in the plenary to mention one example for each form. \u2022\t Explain that in Unit 3 you will explore gender and how it is relevant to all the social phenomena we have explored in Units 1 and 2. Activity 4: Blob What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Objectives \u2022\t Reflect and self-assess one\u2019s learning experience. Instructions \u2022\t Present the Blob tree found on the platform. \u2022\t Ask the participants to choose one Blob figure which represents how they feel at the moment, after the completion of this unit. \u2022\t You could either ask whoever would like to share their choice with the group and explain why they chose the particular blob figure or you could ask them to write their answer individually in the relevant box on the platform. If you choose the second option, explain that their answer will only be seen by you [the facilitator]. Gender Education of Teenage Boys 145","Unit 3 Unboxing Gender Goals \u2022\t Acknowledge that gender can be the basis of privilege\/discrimination. \u2022\t Recognise that stereotypes can be harmful not only to girls but also to boys. \u2022\t Define \u201csex\u201d and \u201cgender\u201d, and understand the difference between them. \u2022\t Assess the role of gender in one\u2019s life. \u2022\t Recognize the existence of social inequities which are based on gender. Topic 1 Introduction Activity 1: Welcome And Recap What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 15 minutes Objectives \u2022\t Recall basic terms and ideas learned in Unit 1. \u2022\t Reinforce the fundamental rules that must be followed by the group. Instructions \u2022\t Welcome the participants to the third unit. Explain that in the first two units you have explored issues such as identities, stereotypes, different forms of discrimination, mechanics of oppression, and social inequalities. \u2022\t Ask the participants if they could remind the group what these terms mean and what they have learned during the two previous units. \u2022\t Explain that this Unit will focus on a particular identity, that is, gender identity, which is connected, in a certain way, to all the phenomena examined so far during the course. \u2022\t If needed, remind the Group Agreement (p. 127) and any rules you think are important. Activity 2: Gender Lightbulb Moment! What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, 146 Gender Education of Teenage Boys","Duration \u2022\t 45 minutes Objectives \u2022\t Acknowledge that gender can be the basis of privilege\/discrimination. \u2022\t Recognise that stereotypes can be harmful not only to girls but also to boys. \u2022\t Assess the role of gender in one\u2019s life. Instructions \u2022\t Explain to the participants that this activity aims to explore their \u201cgender lightbulb moment\u201d. \u2022\t A \u201cgender lightbulb moment\u201d describes a time one became conscious of being treated differently because of their gender. For example, a boy could have such a moment when someone told them that they should not play with dolls. A girl could have such a moment the first time someone told her she couldn\u2019t play football with the boys. \u2022\t Ask the participants to think of the first time they can remember that they became aware that their gender was a reason for treating them differently or their gender was experienced by them as an obstacle or a limitation. Explain that if they can not remember the first time, or they don\u2019t want to share a particular moment, they could share any moment at which they became aware of their gender in this way. \u2022\t After allowing them a minute to think about it, begin a circle so that everyone can share their moment. \u2022\t Close the activity with a discussion using reflective questions such as: -What did you think of this activity? -Have you found something interesting in thinking of your \u201cgender lightbulb moments\u201d? -Have you found something interesting in hearing others\u2019 \u201cgender lightbulb moments\u201d? -Are \u201cgender lightbulb moments\u201d something experienced only by one gender? Topic 2 What Is Sex And What Is Gender Activity 1: Becoming Your Gender What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 15 minutes Gender Education of Teenage Boys 147","Objectives \u2022\t Analyze Beauvoir\u2019s famous quote stating that \u201cOne is not born a woman, but rather becomes, a woman\u201d. \u2022\t This activity is a starting point for getting interested in the distinction between \u201csex\u201d and \u201cgender\u201d. Instructions \u2022\t Read the quote based on the French philosopher, Simone de Beauvoir, found on the platform: \u00abOne is not born a woman\/man. One becomes a woman\/man\u00bb. Explain that we paraphrased the original quote (which was \u201cOne is not born a woman, but rather becomes, a woman\u201d to include men as well). \u2022\t Divide the participants in study groups using virtual rooms and ask them to discuss how they understand this quote. What do they think she meant? \u2022\t Bring them back to the plenary and ask a representative of each group to summarize the opinion of the group. Discuss whether the opinions of the groups are similar. \u2022\t Explain that one way we can understand this quote has to do with the division between the biological sex (born a woman\/man) and gender (the social constructions, roles and expectations linked to one\u2019s sex). \u2022\t In this sense, Beauvoir saw that society and culture \u201cmade\u201d someone a woman; that is, society and culture constructed what it means to be a woman, how a \u201cproper\u201d woman was supposed to behave, dress, act, etc. This distinction between sex and gender is what the next acticity refers to. Activity 2: Defining Sex And Gender What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 5 minutes Objectives \u2022\t Define \u201csex\u201d and \u201cgender\u201d, and understand the difference between them. Instructions \u2022\t Read together with the group the definitions of \u201csex\u201d and \u201cgender\u201d found in the platform. \u2022\t After reading each definition, you could ask a participant to paraphrase (by asking what they understand by this definition) in order to help the group grasp the meaning. \u2022\t You don\u2019t need to elaborate much on the definitions because the next activity aims to deepen the understanding of the two terms. 148 Gender Education of Teenage Boys","Activity 3: Which Ones Refer To Gender? What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t Real time facilitation (with physical presence or video conference e.g. zoom, skype, webex, viber etc.) Duration \u2022\t 10 minutes Objectives \u2022\t Define \u201csex\u201d and \u201cgender\u201d, and understand the difference between them. Instructions \u2022\t Read together with the participants the statements found on the platform. \u2022\t After each statement, ask the students whether that statement refers to sex or gender. \u2022\t Finish with the last statement, which claims that \u201cBlue is an appropriate color for baby boys and pink is an appropriate color for baby girls\u201d. \u2022\t Show that this statement refers to gender, and not to sex, as which color is considered to be appropriate for each gender is not determined by nature but rather by society and culture. This is evident in the history of blue and pink as in the first decades pink was often considered to be a \u201cboy\u201d color and blue was considered to be a \u201cgirl\u201d color. \u2022\t For example, \u201ca June 1918 article from the trade publication Earnshaw\u2019s Infants\u2019 Department said, \u2018The generally accepted rule is pink for the boys, and blue for the girls. The reason is that pink, being a more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and dainty, is prettier for the girl.\u2019 \u201d (Jeanne Maglaty, When Did Girls Start Wearing Pink?). \u2022\t Encourage the participants to research the history of pink and blue if they find the subject interesting! Topic 3 Gender Gaps Activity 1: Gender Equality Index What is needed for this activity? \u2022\t Access to the internet. \u2022\t Access to the G.EDU platform. \u2022\t vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration \u2022\t 25 minutes Gender Education of Teenage Boys 149","Objectives \u2022\t Acknowledge that gender can be the basis of privilege\/discrimination. \u2022\t Recognize the existence of social inequities which are based on gender. Instructions \u2022\t Begin this activity with a question which the participants will explore in study groups. \u2022\t Explain that the groups will be asked to explore the existence of inequalities between men and women in the European Union and the way we can measure these inequalities. \u2022\t Explain that you will start with the example of what we call the \u201cgender pay gap\u201d. This refers to the phenomenon that if we add up the wages of all men (including all jobs and professions) and find the average wage, and if we then do the same for the wages of women, we will find that the average wage of women is lower than the average wage of men. At the moment, the gender pay gap in the EU stands for approximately 14%. This means that the average wage of women is lower than that of men by 14%. Why do you think this is? Can you think of some reasons? \u2022\t Give five to ten minutes to the groups to discuss this and come up with some possible reasons. \u2022\t Bring them back to the plenary and allow each group to present some of the reasons they could think of. \u2022\t It is expected that the discussion will indicate that there are multiple reasons, from stereotypes and prejudices to job segregation and the division of responsibilities within the family. For example, less women are hierarchically in the highest positions within their job industry; occupations which are considered traditionally as \u201cwomen\u2019s jobs\u201d (such as cleaning, sewing, caring for babies and the elderly) are often underestimated\/devalued, and therefore paid less; women are often found in part-time jobs due to higher degrees of responsibilities in the family. At this point, introduce the Gender Equality Index, a tool to measure the progress of gender equality in the EU, developed by the European Institute for Gender Equality (EIGE). https:\/\/eige.europa.eu\/gender-equality-index\/2021 \u2022\t You can encourage the participants to go individually to the following link (found also on the platform) and play the Index Game where one enters a gender and a country to spot the different opportunities for men and women in different EU countries. https:\/\/eige.europa.eu\/gender-equality-index\/game\/CY\/W \u2022\t You can then encourage the participants to go to the platform and answer individually the relevant question (see the quiz \u201cM4 Unit 3 Topic 3\u201d) followed by a closing discussion, or you can ask the question verbally. Question: Based on the Gender Equality Index, there are several inequalities between men and women in the European Union. For example, if you add up the wages of all men (including all jobs and professions) and find the average wage, and if you then do the same for the wages of women, you will see that the average wage of women is lower than the average wage of men. Why do you think that is? Can you think of some reasons? 150 Gender Education of Teenage Boys"]
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