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Topic 4 Personal Reflection Activity 1: Engendering Objects What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • Varies according to the number of the participants. Objectives • Assess the role of gender in one’s life. Instructions • Ask the participants to choose an object which to them symbolizes an obstacle they had to overcome due to their gender or a personal / collective struggle they had to give related to their gender. The object could be physically there with them, found at their place or at the space they find themselves during this lesson, in which case they could also show the object to the rest of the group via their camera. However, the object could also not be physically with them, in which case, they can just think of an object which is not there. • Allow the participants two to three minutes to choose or think of their object. • Begin a circle and give space to each person to share their object and what it symbolizes to them. Variation If you have also gone through Unit 1 and 2 of this Module with the group, you could open up this activity beyond gender. In particular, you could ask them to choose an object which symbolizes a personal / collective struggle they go / have gone through related to any so- cial identity, or any characteristic which makes them belong to a group. Gender Education of Teenage Boys 151

Unit 4 Personal and Collective Goals • eTaqkuealiotyw.nership and responsibility for creating relationships and environments of • Synthesize what one has learned. • Transform ideas and aspirations into actionable steps. • Create a plan for gender equality. • wCoonrlsdidoefrgtehnedeexrteeqnut atolityw. hich one’s thoughts and actions can contribute to building a • Discover aspects of personal aspirations linked to the subject of this course. Topic 1 Introduction Activity 1: What’sYour Name? What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • Varies according to the number of participants. Objectives • Discover meanings and assumptions hidden in names. • Realize that even listening to one’s name can lead to stereotyping. • Detect your own stereotypical thoughts. Instructions • PEcoaxp-rptliaaciruntliactroiplyat,hnweths,apbtaurwttiecitiapriasenagtlsosoitnhgaanttoatdhctoisiviinatcytthiovinsitaytchitesivasittyowriasieytsotwoeexlaetmaerlinlnaeoborouurretcooawullnrstnhealevmenseasam.neds ootfheorusr. • Ask the participants to individually reflect on their name using the following questions: -Does your name have a meaning? -Does it tell a story about you or about your family, your community, or your culture? -Which identities are reflected on your name? -Do you think that people assume things about you just because of your name? • Allow the participants a few minutes to reflect on those questions. • Begin a circle where each participant gets to share their answers about their name. • Athfeteirr othwins, naasmk iefsthoer rliestwenaisnsgotmoeotthhienrgs wdehsicchribminagdethaenirsim. pression on them about exploring • wClhoaset wtheehaacvteivbiteyebnyloaoskkiinngg tfhoer tgorgoeutphewrhinetthheerpthreevyiocuasnufinnidtsloinfktshbiseMtwoedeunlet.his activity and • Is it expected that the discussion will lead to concepts such as “identity” and “stereotypes”. 152 Gender Education of Teenage Boys

Topic 2 Changing The World! Activity 1: Building A Gender Equality Campaign What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • Rviebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 90-120 minutes Objectives • Take ownership and responsibility for creating relationships and environments of equality. • Synthesize what one has learned. • Transform ideas and aspirations into actionable steps. • Create a plan for gender equality. Instructions Step 1: • Explain that the aim of this activity is for the participants to plan a campaign for a cause related to gender. • Explain that you will divide the participants in groups of three to four people. • Each group will plan a campaign. • To do this, they will be asked to answer four basic questions. • Instruct them to go to the platform and start the relevant “quiz”. There they will find four questions which they will need to answer as a group. • You could either ask them to use the blank box on the platform to write their answers, or to write their answers elsewhere if that would be more convenient. • The four questions are: 1. THE AIM OF YOUR CAMPAIGN. What will be the aim of the campaign? That is, they will need to find a subject based on a problem they want to resolve, or decide on a cause they want to raise awareness for. This can refer to a wide topic (for example, combating gender stereotypes), or it can be a more specific issue (for example, name calling against girls at your school, such as calling them “sluts”, or the use of homophobic language). 2. THE EXPECTED RESULTS. That is, one or some concrete and measurable outcomes which will be the result of this campaign. What will their target group, or their school, or their community gain from this? 3. THE TARGET GROUP. What is their target group? That is, what group of people they want to reach? Will this campaign target for example their co-students, or even a particular category of students (for example, boys or girls), and therefore take place at their school, or will it be the inhabitants of their neighborhood, or the general public? 4. THE SLOGAN OF THE CAMPAIGN. Based on their answers, what will be the slogan or the message of their campaign? Gender Education of Teenage Boys 153

Step 2: • After having looked at the basic questions, divide them in groups using virtual rooms. • Explain that before beginning to answer the questions, they should use this time to brainstorm different ideas on problems and issues that they have observed and that they would like to do something about. It is advisable that you pass from each group and encourage the brainstorming process. • After this, ask them to begin narrowing down their ideas, decide one and begin answering the four questions. • Allow the groups to work on their four questions for about 30 minutes. • Bring the groups back to the plenary and ask them to present their results by describing their answers to the four questions. • Allow the rest of the participants to ask one or two clarifying questions to each group. The purpose of these questions should be to help the presenting group create a clear view about their campaign. Step 3: • After the presentations, explain that each group will go back to their own virtual groups and design a poster for their campaign. They could use any program they want and any tools they want in order to collectively design a poster for their campaign. The poster should convey the message of their campaign. This could be achieved either by including words and statements, or it could consist of only images and visual representations. • Allow the groups approximately 15 minutes to create the poster. • If you have time, and you can see that the participants are getting creative, you could adjust the timeline. • Bring everyone back to the plenary and ask them to present their posters. • Conclude the activity by asking them some reflective questions: -What did they think of this activity? -Was it easy or difficult? -Which part of this process, of creating a campaign, did they find more easy and fun, and which part was more difficult? -Would they like to actually implement the campaign? • If there is willingness, offer to help them actually apply the campaign. • You could also upload their posters and slogans in social media or in their school newsletter or any other relevant place. For example, if you are disseminating the results of the workshop, the posters could be uploaded on the website/social media page of your organization, or their school’s site, etc. Tip to the facilitator! This activity takes time. Remember to consider in-between breaks and energizers when- ever they seem fit. 154 Gender Education of Teenage Boys

Topic 3 Changing My Self Activity 1: Letter To My Future Self What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 15 minutes Objectives • Reflect on the learning experience due to this course. • Synthesize what one has learned. • Discover aspects of personal aspirations linked to the subject of this course. • Take ownership and responsibility for creating relationships and environments of equality. Instructions • Explain that this activity is an individual activity. • What the participants will be asked to do is write a letter to their future self. • Therefore, they will receive this letter after six months. • cTcpoahenuirssrcoscrenae)naa.ltTbedheeaisvdniwcoeenaw)ey,,eautmnhsdieanisgplc,rthaihvteatedaciurcyhleeomtfthhtaeheiilersei.lrmeMlteatoetiltsretto(rweibmsreietatsnieelsnnputrfrooeagrdtre.aaxmpaamsr,tpiifcleunlaoastraadlwal,toehra(dsvidexomtchuoismnsteehnrsvtaiocftene.trOhtenhieer • chsaAtheonaseluyvftietlhrwdhehfihbnuareegtedurleeerrdelevsutlaeharsntieentetyhlgfdie?nctytsahIot’tndirsuchtlocicaokotulwekiulodtrantoshbrseeeeoifnxoyueprtrtirmhatethetosaestgpht!ilhrneaeietnamfgoltioshzrmametthmiesoatnsntaetstt.l/evhIees,extsytphhaeheenriarridveetenatshcsoleekemasiir/srelnretteeohsldsiawnotgairnonisttndhe/steahhwyoilapewunstgottiehnutrtolsdst/iorxfleeitkmmeheleoietnimnorgtfssbhuaesttyh,ur,eotrioeyrt • Emnacnoyutrhaignegsthceamn chnaont gteousnettilutnhreena.lTishtiecyomrasytaletiacrnexnpeewcttahtiinognssafnodr rtehveiisreftuhteuirreprseeslfenbtepcalaunsse. • rIinnastohpteihrrientrgow,raoenrfdldescp,ttohosenitiawviemh.aTothfyitoshuiisshlneaotvtteearlbeisaorufontresdtehtaetbiinrogfuugttouyaorelussr,elailktftetiot“ubrdeeecisne,givaeabbislloietmietose,tshapsinepgairkeatmFiropenonswcehet”cri.bnugt, • For example: rt-Ioenaosltipzeeeadndtuohpfastneleetwtairnwngionarglgdaosnaaelnwldiklenaen“wbguewaingageysambtoilgehettxopbrseepasensaokinnFteersereenlscft!hinWfgluhteaasntktdltyoo”,ypoyuourustuhceionbukel,dcfuawutursireteeitm“sIeehe?am”ves c-asIholnrouesutladelddayednneeroxicpfcehessresoiteantrnieincly’gisnpaglilfategnh!o,isaMy,lofaluuiyktbecueor“euhtlhmadivsewin!ir”sgitseao“mgIirehltfarhviieenngrdew/abloiozryetfhdriteehnxapdte”briwueihnldicciinhnggi.shIenwaoltothnsydoemrerelaitfthiyoinongushyaioprues • Allow the participants 10 to 15 minutes to write their letter and schedule their email. • Eknnocowutrhaagtetthheemresttooafltlhpeutgrtohuepsawmilleadlsaoterefcoerivtheetheemiraliel tttoerbseimseunlttabneecoauussley!it may be fun to Gender Education of Teenage Boys 155

Topic 4 Reflect Activity 1: One Thing I Could Do For Gender Equality What is needed for this activity? • Access to the internet. • Access to the G.EDU platform. • vRiebaelrteimtce.)facilitation (with physical presence or video conference e.g. zoom, skype, webex, Duration • 5 minutes Objectives • Take ownership and responsibility for creating relationships and environments of equality. • oCfognesinddeerrtehqeueaxltiteyn. t to which one’s thoughts and actions can contribute to building a world • Transform ideas and aspirations into actionable steps. • oCfognesinddeerrtehqeueaxltiteyn. t to which one’s thoughts and actions can contribute to building a world • Discover aspects of personal aspirations linked to the subject of this course. Instructions • As a closing activity to this course, ask the participants to write one thing they could do for gender equality. The point here is to put a few things that they could immediately apply to their everyday life and which can have an impact on making their family, their relationships, their community, their school, their neighborhood, etc. a more equal and respectful place! 156 Gender Education of Teenage Boys