The Application of the Concept of Gender Policy - Essay Example

? Examine how the application of the concept of gender has altered development programmes. Answer with reference to one case study. In development, the term gender describes the socially constructed relations that exist between men and women. In any development program, gender has turned to be a key issue while planning, assessing and implementing, so as to improve the social and economic conditions. The United Nations development programme (UNDP) indicated that human development can be regarded as endangered if not engendered. In 2000, the United Nations approved the millennium declaration, which insisted on gender equality as essential in eradicating poverty and realizing sustainable development. In the millennium development goals (MDGs), gender equality is one goal, and gender perspectives have to be included in the implementation of the other MDG’s. Some of the observation regarding gender and development is that men are largely missing from gender practices and policies (Cornwell 1997, p. 9). In order to achieve gender equality, there must be positive changes in the lives of women as well as men. Development programs must be scrutinized to avoid negative gender outcomes. This paper will discuss the concept of gender and how it has affected development programs in many countries. For the past three decades, people have accepted the gender-based approach to the development programs. Gender analysis and gender training act as key tools in any development process. The concept of gender, which becomes increasingly integrated in development programs, may be highly misunderstood. Most gender oriented programs focus on women since the term gender may be seen as a synonym for “female” or “women”. The term gender has also been confused with sex, which means biological characteristics, which makes one either a man or a woman. Female roles may include working on the farms, both on the family foodstuff and the cash crops. On the other hand, men may only be tasked with marketing the cash crop in the market; they control the income obtained from the farms. Women lose control of resources like land, hence become excluded from access to desirable agricultural methods (Momsen 2009, p. 2). Case study In a certain rich coffee-growing nation, the government decided to boost the coffee production in order to improve the national economy. The government decided to improve the road infrastructure in the rural areas where coffee growing takes place. With partnership with international donors, many access roads were built in more than 80 % of rural areas in the country. Coffee farmers were able to transport their product easily to the market without any problem (Cornwell 1997, p. 10). Coffee production was stimulated, and the earnings of the farmers increased rapidly. In those rural areas, women do the majority of work on the farms, both on the family foodstuff and the cash crop (coffee). They work for many hours in a day using hand tools. On the other hand, men are responsible for marketing coffee in the market. Several years after building the road infrastructure, an extensive malnutrition erupted in the rural communities with increased coffee production. Children and women were noticeably poor. There was greater income in these communities as coffee production increased. From this case, there are several factors that may have contributed to the situation. First, women spent most of their time on the cash crop compared to food crops. This resulted to poor food supply in the area. It can also be seen that men controlled the income from the coffee, and the income was not spent on buying food. The other factor that contributed to the scenario is that land meant for subsistence farming was converted to cash cropping. The women had little income to spend on household maintenance; hence the income level fell. Lastly, women had control of what they generated, but had no access to what men generated from the coffee production. This case can be used to show the significance of gender equality in any development process. It means that when all genders are not incorporated in the development process as seen above, not all problems can be eliminated. Women should be given an equal say in the development projects just like men. To have a clear understanding of how the concept of gender has altered development programs, one must first analyze the gender roles. In normal life, a person’s sex does not change, but gender roles change and may be learnt over time. These roles vary depending on one’s culture, class, society, race and ethnicity. Gender roles can change depending on factors such as education, economics, technology, and crises like famine and wars (Beetham & Demetriades 2007, p. 199). People consider gender as an organizing principle in the society, especially in the division of labor in communities, families and marketplace. Gender roles have a more repressive outcome on women, although they limit both women and men. Gender responsibilities associated with women relate to reproductive roles like child rearing and tasks like maintaining the household and family. Both men and women get engaged in productive labor such as production of goods and wage employment. In many communities, men assume formal leadership roles, thereby performing high-status tasks, while women perform the support and organizing work. Women carry out triple roles; they are actively involved in three types of labor (productive, reproductive and community). Many development projects involving women have not shown the triple roles. Women’s reproductive work is given a lot of emphasis as they are seen as caregivers to families and children. Gender roles generate strategic interests and practical needs. Practical needs are material and immediate, and they emerge from current conditions. Like in the case above, the gender roles have been split by the myth that women should work on the farm and men outside the farm. The practical needs for women focus on income-earning activities, domestic arena, basic services and housing as they are all termed as women’s responsibilities (Beetham & Demetriades 2007, p. 200). In the development process, women’s participation can be increased by practical interventions, as they are not likely to change the gender relations. On the other hand, strategic interests can be long term, and are related to equalizing the existing gender-based disparities in education, wages, and employment among other areas. When strategic interests are addressed, they may challenge the balance of power between women and men. Activities that may address women’s strategic interests include shared childcare and labor, elimination of division of labor among genders, political equality, measures against male violence, and the freedom of choice on childbearing among others (McIlwaine & Datta 2003, p. 369). Strategic interests and practical needs are linked. Establishing a community-based health project meant to help in family planning allows women to have much control on their reproductive lives. As a result, they have a central role in decision making, in their families. When the issues of gender concept are incorporated in the development process, projects benefit measurably. The development objectives have been achieved as the long-term interests of women empowerment and gender equity have been advanced. Today, the focus has moved to gender and development (GAD) from women in development (WID). In the past years, development practice and thought regarding gender took two approaches. The focus of WID was on the productive and economic roles of women (Porter & Sweetman 2005, p. 4). The underlying thought under this approach was that, as a result of male bias, the productive activities of women could not be regarded in the development thought. The approach also stresses that the development assistance bypasses women and goes to men. Those who support this approach argue that the perspective places women on the development agenda. However, they accept that the present social structures fail to address the sources of inequality. This led to a shift to GAD perspective in the 1980’s. The perspective brought a shift to a relational gender concept. GAD aims at improving and revealing the power balance relations among women and men. GAD has three main concepts. The first concept is that both women and men maintain and create society; they also shape the division of labor. As a result, they suffer or benefit equally, hence the main focus should be on women since they have been disadvantaged (Beetham & Demetriades 2007, p. 206). The second concept is that men and women socialize differently hence they operate in different spheres of society, although, there are elements of interdependence. This has resulted to both men and women having different perspectives and priorities. Men can expand or constrain women’s options due to gender roles. The third concept is that development affects women and men differently as they both have different impacts on different projects. Both women and men should be involved in the identification of problems as well as solutions to these problems. GAD strategies enable men and women to draw their own development, either collectively or individually. For the purpose of justice, both men and women should be involved equally. When both men and women are involved in development projects, they become more effective. The access and control of women on opportunities and resources is increased. Despite the shift to this perspective, gender may still be likened to women alone (Momsen 2009, p. 2). Many development specialists argue that there cannot be sustainable development without the participation of both genders. The development policies, which take care of gender equality as a factor, reflect an increased understanding of the importance of men’s and women’s equal and full participation in cultural, civil, economic, social and political life. A gender focused development signify that male and female infants have an equal opportunity to survive, girls and boys are educated and nourished; men and women have same opportunities to benefit and contribute to the social, political and economic processes. When there is gender equity, men and women will enjoy equal and full legal rights, and control and access to resources (McIlwaine & Datta 2003, p. 370). When they are together, men and women can build a more sustainable, secure, and equitable society. The international conference on women held in Beijing, and the international conference on development and population held in Cairo laid the foundations for having gender equity in development. There are ways in which men could be included in gender and development initiatives, in the community. One crucial strategy of improving men’s responsibility and participation in gender and development is through increasing male staff in gender-related chores. In a cultural context, men are able to listen to men with regard to gender issues. Like in the case above, more men should be involved in the farms. Male gender trainers are able to communicate and gain acceptance of alternative and new notions about gender (Porter & Sweetman 2005, p. 5). The other way of motivating men into gender and development is through having a gender-sensitive male staff in the development agencies. This can have a domino consequence hence work towards destabilizing or discouraging patriarchy in developmental institutions. The fact that both women and men have a problem in gender culture, the notion of men shaking off hegemonic masculinity can be appealing. Masculinity comes with privileges; freedom is denied to many women in society as they are not masculine. There are several elements of gender and developmental strategies. These strategies can help to come up with empowerment in the project activities. One of the elements is using appropriate gender and development approach while understanding men and women’s economic and social situation. The other element is to have an ongoing consultation with men and women in the development projects. Where necessary, there should be a consultation process between men and women. The other element is addressing and identifying the conditions of women and men, so as to meet their practical needs. Lastly, the long-term strategic interests of women should be addressed in order to improve their position and role in society (Beetham & Demetriades 2007, pp. 209). Conclusion In conclusion, to make gender everybody’s issue, there must be constructive methods of working with men as well as women to build more confidence in any development project. Majority of men occupy subject positions; however, this should not mean they have power over the other people. People should move from the traditionally fixed ideas of gender roles and male domination. GAD strategies enable men and women to draw their own development, either collectively or individually. For the purpose of justice, both men and women should be involved equally. It is high time that people find ways of analyzing and thinking about gender in development projects. Gender and development lacks sophisticated ways of understanding the difference. People consider gender as an organizing principle in the society, especially in the division of labor in communities, families and marketplace. It is true that there cannot be sustainable development without the participation of both genders. Bibliography Beetham, G. & Demetriades, J. (2007). “Feminist research methodologies and development: overview and practical application”, Gender & Development, 15 (2). pp. 199 -216. Cornwell, A. (1997). ‘Men, Masculinities and “Gender” in Development’, Gender and Development, 5 (2). pp. 8-13. McIlwaine, C. & Datta, K. (2003). "From feminizing to engendering development", Gender, Place and Culture, 10 (4). pp. 369-382. Momsen, J. (2009). Gender and Development, New York, Taylor and Francis. pp. 2-5. Porter, F. & Sweetman, C. (2000). Mainstreaming gender in development: a critical review, Oxford, Oxfam. pp. 4-6. Read More