| The tool’s title | “Act Out and Sink In” Challenging gender stereotypes |
| The learning objective of the tool | Understanding gender and its impact on one’s choices in life to reclaim identities and unleash one’s capacities and power beyond social pressure and enforced social roles. |
| Target Group | People who identify with different gender groups |
| Duration of the Tool | 90 minutes |
| Preparation (Preparation before the implementation, needed materials, etc.) | Three cups. Nine small balls, sticky notes , papers, and pens. Music. Space indoor or outdoor that is comfortable for moving. A door or red tape to identify the start point. In this session, you need three people who will act as judges. |
| Instructions to implement the tool | Before starting this exercise, we recommend making sure that all participants exchange their names and preferred pronouns. Instructions: 1. Divide the participants into groups, ask them to assign a leader, and choose the name of their group. 2. Explain to them the challenges: mathematics ( three exercises); the participants shall solve one exercise after another verbally. If the first answer is wrong, they can use pen and papers. belly dance. 30 seconds of free-style belly dance based on the music chosen by the judge. push-ups 10 push ups (not based on ableism).Shooting (throwing the ball in a cup). 3. Explain what each challenge will look like, then give them time to assign the challenges to the people in their team. Each challenge is for one person. Inform them that they cannot change this order afterward. Introduce the judges. Each judge is in one corner. 4. Explain the rules: all groups go out; one competitor from each group enters the room once you open the door. Each judge is responsible for one competitor. Once the player wins, they go out, and the next player from the same group enters. The first group that finishes the whole challenge wins. . |
| Skills – SDGs – Key Competencies Chart | Self-awareness regarding gender and cultural expressions to achieve SDG5 gender equality. |
| Sum Up / Debriefing / Reflection at the end of the implementation | After the end of the challenge; you do the following parts: 1. Reflection 2. Presenting the theory of gender, gender sensitivity learning, and its impact on one’s life and life choices. And 3. evaluation. Reflection: you facilitate a reflection on feelings and how the process of delegating tasks went. You can use an exercise where you put signs across the room: 1. I agree. 2. I am not sure, and 3. I disagree. You shall prepare a list of questions that makes reflective thoughts on how gender plays or did not play a role in the self-choice of choosing a challenge or delegating a challenge. (Examples to be uploaded later due to time). You ask about the type of sports used in the challenges and what kind of gender stereotypes are associated with it. You give a self-directed assessment tool on emotional intelligence and gender sensitivity learning in connection to cultural awareness and how culture impacts gender roles. You ask questions about gender, gender roles, and gender stereotypes. You ask the participants to move around the room in response to these questions. The right side means yes, the left side No, and the middle is I am not sure. Examples of concrete questions: (To be added) Theory presentation: The theory shall address gender sensitivity learning in connection to gender profiling and its negative impact on gender equality. Evaluation:Here, you can use self-directed evaluation tools to identify similar situations where participants felt that they should stick to certain roles due to their assigned gender. The second part is about solutions to what the participants can do when they face situations of gender profiling in their lives. In the end, you open a group evaluation discussion where those who would like to share can share the outcomes of their evaluation process. The active experimentation happens afterward when the participants will endure similar situations in real life |
| Any tips/suggestions to the trainers for further implementations | When you explain the challenges, make sure that they are not based on ableism. For example, if there is a participant in a wheelchair, they can do the pushups in any format that they decide on. Make sure to open an inclusive space where you respect the participant’s approach to gender and gender roles. This session is a self-directed learning process; therefore, the theory you present can be questioned and there are no right or wrong answers but only reflections to raise awareness about gender, its concepts and how it impacts one’s life. |
| Resources / References | https://eige.europa.eu/gender-mainstreaming/methods-tools/gender-awareness-raising |
