Sociology Department (Gender Studies)
GENDER ANALYSIS AND DEVELOPMENT PRACTICE (SO929)
Thursdays 9.00 – 12.00, Spring term 2012-13, S017 and R2.41
Tutors:
Caroline Wright and Phil Mizen
C.Wright@warwick.ac.uk
Module Rationale
This module will give experience in applying different concepts and theoretical perspectives to
practical issues and problems in gender and development, as a means of learning how to undertake
rigorous analysis. It will include focused sessions on the research literatures, followed by group
work analysing case studies from different regions of the globe. The specific case studies to be used
in each year are based upon current debates in the literature and topical issues in contemporary
development practice. This year we will start by bringing a gendered analysis to a non-gendered
video about Mozambique, by way of introducing gender analysis. We will then focus on a women’s
empowerment project in India; development planning following the Haitian earthquake; management
and governance of a gender and development programme in Botswana; children and development in
West Africa; and mainstreaming gender policies around the world. Seminars, group work, case
studies, presentations and audio-visual material will be used to assist in bringing together conceptual
material and concrete empirical data and experiences, and to give practice in theoretically-informed
analysis of practical development problems.
Assessment
A case study analysis of 5000 words. See the MA Handbook for the deadline. Further details are
provided at the end of this module handbook.
Formal Learning Outcomes
1.
Advanced and critical understanding of different conceptual frameworks on gender and
development and their application to practice in different social contexts.
2.
Competence in applying different conceptual frameworks to specific case study examples of
gender and development projects, policies and programmes.
3.
Development of analytical skills, in terms of selecting analytical tools and applying them to
evidence.
4.
Development of communication skills through oral and written presentations of work.
5.
Development of the ability to work both independently and as part of a team in researching
resource materials, analysing problems and preparing presentations.
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Module Overview
The module begins with an introductory class on doing gender analysis, using a video on
Mozambique. The following eight weeks are divided into two-week topic areas, whereby we read
and discuss recent relevant research in the first week and apply concepts from the research to a
practical case study in the second week. The final week of the module combines discussion of
gender mainstreaming based on participants’ experiences with a workshop on the module
assessment. Group-work is integral to this module. The analysis of case studies will be based on
small group presentations that are prepared before the class and then presented to the other students
for discussion, and you will all need to commit to be involved in this at least twice during the
module.
Introduction
Week 1:
Gender, Development and Representation: Mozambique
Empowerment – Programme Analysis
Week 2:
Empowering Women in Development Programmes
Week 3:
Case Study Analysis – Participatory Watershed Management and Rural
Empowerment, India
Disaster – Policy Analysis
Week 4:
Gender and Disaster
Week 5:
Case Study Analysis – The Haiti Earthquake
Governance – Programme Analysis
Week 6:
Governance in NGO Gender and Development Programmes
Week 7:
Case Study Analysis – Emang Basadi Women’s Association, Botswana
Children – Policy Analysis
Week 8:
Children, Work and Development
Week 9:
Case Study Analysis – Children’s Work and Labour in Cocoa Production in West
Africa
Mainstreaming – Policy Analysis
Week 10:
Concepts and Experiences of Gender Mainstreaming
Planning your Assessment
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Electronic Core Reading and Further Reading
Core readings are identified for each week and need to be read by everybody before the relevant
class. All the core readings are available electronically as well as in hard copy in the Library.
Items of further reading will be divided out among the class and copies are also available
electronically as well as in hard copy in the Library.
There are three types of electronic resources that are accessed via the Library: scanned in extracts; ejournal articles and e-books. Other resources can be accessed directly from the internet using the link
provided.
You will need Adobe Reader to access resources electronically, and you can download it free if you
don’t already have it on your machine:
http://www.adobe.com/products/acrobat/readstep2.html?promoid=DAFYK
Scanned in Extracts
These are chapters of books available via the Library’s dedicated site for e-resources for this module:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
You will need to ensure that you are registered for the module in order to have access, and you must
also complete Web Sign-on. Then you simply look for the reference you require (they are arranged
alphabetically by author’s surname). It will open as a pdf and the chapter follows on from the
Copyright Notice. You can read it on screen but you will also need to print a copy to bring to the
class and you might also want to save a copy (for your own personal use only).
E-journal articles
The link provided after the reference in the reading list will take you to the Classic library Catalogue
site for that e-journal. You will then need to select a database to access it through, checking that it
has the relevant year. You will need to be logged in and then the database archive will open and you
need to select the Vol. and/or No. of the journal and page down for the article. You can click to open
the pdf, which may take a few seconds, but the interface and reliability does vary. It is recommended
instead to save the pdf to your hard drive or data-stick (right click, select ‘save target as’, then choose
a directory and give the file a meaningful name). You can then open the saved document, print it,
search it etc.
E-books
The link provided after the reference in the reading list will take you to the Classic library Catalogue
site for that e-book. If you are on campus you click for access. If you are off-campus click ‘Log In’
(top left of the page), then ‘Athens Users, log in here’ (bottom of screen at the left) and you should
be prompted for your normal Warwick login. Once you have opened the book you need to search for
the relevant chapter. You can read this on-screen but if possible you must also print a copy to bring
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to the class. To print a Netbook make sure you have searched for the chapter using the box at the
left-hand side, expanding sections as necessary to find it. Then select Print from the top banner and
choose the option ‘Pages starting with the current page’, inserting the number of pages in the box and
clicking OK (where possible, the number of pages is provided in square brackets as part of the
reference in this reading list). This will prompt the creation of an Adobe document so click to Run and
the chapter will then come up on your screen with an option to print. You can also save a copy using File,
Save a Copy. You will notice that under the terms of University Access to Netbooks only a limited
number of pages can be printed each hour, so you may need to access the e-book again later if other
library users have used the quota.
Additional Reading
All the additional readings listed for each topic are available in the library and should be used when
doing more in-depth work, eg. for your assessed essay.
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Week 1
Tutor:
Introduction – Gender, Development and Representation
Caroline Wright
We will watch a video called ‘Mozambique under Attack’, and discuss some of the issues of
development, gender and representation which it raises. The video is about the effects of war and
structural adjustment on the health care system in Mozambique in the 1990s, and does not present a
gendered approach. It is not necessary to read in advance for this class, but you can use ideas and
research from other modules and from your own experience to help understand the issues and
problems in the video. Time permitting, we will also consider some more recent critiques and spoofs
of representations of those in ‘need’ of ‘development’.
Questions for discussion of the video:
1. DEVELOPMENT





Based on the information in the video, what were the main development issues for Mozambique
at the time?
What problems were resolved, and what problems created, by development projects of all kinds
that were attempting to deal with these issues?
Which organisations and institutions were the major actors in development in Mozambique?
What is the overall narrative of the video concerning development? What themes does it keep
returning to?
How could you represent your understanding of the above development issues in a drawing or
mind-map?
2. GENDER





What does the video tell us about the impact of war on a) men and boys, b) women and girls?
What would a gendered analysis suggest about the impact of war on the above?
What does the video tell us about the effects of structural adjustment on a) men and boys, b)
women and girls?
What would a gendered analysis suggest about the effects of structural adjustment on the above?
What themes come to the fore if the video is looked at through a gendered lens?
3. REPRESENTATION





How does the video portray the activities and identities of a) men and boys, b) women and girls,
in Mozambique?
How does the video represent the agency of men and women in society and in development?
Who are portrayed as the major actors and knowers in the development process?
To what extent and in what ways does the video simply reflect, or also produce, gendered power
relations through its representations of men and women, boys and girls?
How could you present your understanding of the issues of representation in a drawing or mindmap?
How far do you think representations of those ‘in need’ have changed in the decades since the
video was made?
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Other Media Resources on Representations of Development
http://www.africafornorway.no/
Spoof of ‘Bandaid’ type development initiatives
http://easyget.com.na/component/hwdvideoshare/viewvideo/180/comedy/trevor-noah-on-unicefads.html
Stand-up critique of UNICEF ads by Trevor Noah
http://www.youtube.com/watch?v=cWlAgPJdHdA&feature=youtu.be
Spoof of ‘adopt an African’ campaigns by Trevor Noah
Additional Reading: (on issues of representation)
Dogra, Nandita (2011) ‘The Mixed Metaphor of “Third World Woman”: Gendered Representations
by International Development NGOs’, Third World Quarterly, Vol. 32, No. 2, pp. 333-348
Mohanty, Chandra (1988) ‘Under Western Eyes: feminist scholarship and Colonial Discourses’,
Feminist Review No. 30, pp. 61-88
Mohanty, Chandra et al (eds) (1991) Third World Women and the Politics of Feminism, Indiana:
Indiana University Press: Introduction
Saunders, Kriemild (ed.) (2002) Feminist Post-development Thought: Rethinking Modernity, Postcolonialism and Representation, London: Zed Books, Introduction
Wilson, Kalpana (2011) ‘“Race”, Gender and Neoliberalism: Changing Visual Representations of
Development’, Third World Quarterly, Vol. 32, No. 2, pp. 315-331
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Week 2
Tutor
Empowering Women in Development Projects: Key Concepts
Caroline Wright
Empowerment is a buzz-word that we hear all the time in development discourse and practice, but
what does it really mean? How does it relate to conceptualizations of power? And how can it be
measured? In week 2 we will develop a set of conceptual tools for analysing women’s
empowerment projects and programmes. In week 3 we will apply these to a case study of a
Watershed Development Programme (WDP) in rural India.
Core Reading: (everybody needs to read these and come to the seminar prepared to discuss them in
relation to the questions below)
Kabeer, Naila (1999) ‘Resources, Agency, Achievements: reflections on the measurement of
women’s empowerment’, Development and Change, Vol. 30, No. 3, pp. 435-64
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1739189~S1
Rowlands, Jo (1998) ‘A Word of the Times, but What Does it Mean? Empowerment in the discourse
and practice of development’ in Haleh Afshar (ed.) Women and Empowerment: illustrations from the
Third World, Basingstoke: Macmillan, pp. 11-34
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Further Reading: (to be divided between the class, each member to prepare short descriptive notes
– one or two pages only - on the reading before the class and the light it sheds on the questions
below. During the class you will be asked to introduce your reading to your group).
Ahmed, Fauzia Erfan (2008) ‘Hidden Opportunities: Islam, Masculinity and Poverty Alleviation’,
International Feminist Journal of Politics, Vol. 10. No. 4, pp. 542-562
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1740924~S1
Batliwala, Srilatha (2007) ‘Taking the power out of empowerment – an experiential account’,
Development in Practice, Vol. 17, Nos. 4-5, pp. 557-565
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1774443~S1
Hashemi, Syed, Sidney Ruth Schuler & Ann Riley (1996) ‘Rural Credit Programmes and Women’s
Empowerment in Bangladesh’, World Development, Vol. 24, No 4, pp 635-53
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746075~S1
Grown, C., Rao Gupta, G. and Kes, A. (2005) Taking Action: Achieving Gender Equality and
Empowering Women, United Nations Millennium Project Task Force on Education and Gender
Equality, Earthscan, London (Chapter 2 ‘Task Force Perspective on Gender Equality and
Empowerment’), Available online: http://www.unmillenniumproject.org/documents/Gendercomplete.pdf
Goetz, Anne Marie & Rina Sen Gupta (1996) ‘Who Takes the Credit? Gender, Power and Control
over Loan Use in Rural Credit Programs in Bangladesh’, World Development, Vol. 24, No. 1, pp. 4563
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746075~S1
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Kabeer, Naila (2010) ‘Women’s Empowerment, Development Interventions and the Management of
Information Flows’, IDS Bulletin, Vol. 41, No. 6, pp. 105-113
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b2286587~S1
Kandirikirira, Niki (2002) ‘Deconstructing Domination: gender disempowerment and the legacy of
colonialism and apartheid in Omaheke, Namibia’, in Frances Cleaver (ed.) Masculinities Matter!
Men, gender and development, London: Zed, pp 112-37
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Meinzen-Dick, Ruth et al (1997) ‘Gender, Property Rights and Natural Resources’, World
Development, Vol. 25, No 8, pp. 1303-15
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746075~S1
Mosedale, Sarah (2005) ‘Assessing Women’s Empowerment: towards a conceptual framework’,
Journal of International Development, Vol. 17, No. 2, pp. 243-57
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1742043~S1
Reena, Richa and Surbala Richa (2009) ‘Still Playing with Fire: Intersectionality, Activism and
NGO-ized Feminism’, Critical Asian Studies, Vol. 41, No. 3, pp. 429-445
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1739020~S1
Rozario, Santi (1997) ‘Development and Rural Women in South Asia: the limits of empowerment
and conscientization’, Bulletin of Concerned Asian Scholars, Vol. 29, No. 4, pp 45-53
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Scheyvens, Regina & Helen Leslie (2000) ‘Gender, Ethics and Empowerment: dilemmas of
development fieldwork’, Women’s Studies International Forum Vol. 23, No 1, pp. 119-30
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746049~S1
Questions for seminar discussion and presentation:
1. How has ‘power’ in women’s empowerment been conceptualised?
2. What are the different definitions of women’s empowerment?
3. How can women’s empowerment be recognised or identified, that is, what are its manifestations?
4. How can women’s empowerment be measured or assessed?
5. How can women’s empowerment be achieved or put into practice? eg. through micro-credit?
6. What are some of the problems/challenges of putting women’s empowerment into practice?
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Additional Reading: (to consider when preparing for assessed work)
Afshar, Haleh (ed.) (1998) Women and Empowerment: Illustrations from the Third World,
Basingstoke: Macmillan
Agarwal, Bina (1994) A Field of One’s Own: Gender and Land Rights in South Asia Cambridge:
Cambridge University Press
Anyidoho, Nana Akua and Takyiwaa Manuh (2010) ‘Discourses on Women’s Empowerment in
Ghana’, Development, Vol. 53, No. 1, pp. 267-273
Charmes, Jacques and Saskia Wieringa (2003) ‘Measuring Women’s Empowerment’, Journal of
Human Development, Vol. 4, No. 3, pp. 419-35
Cornwall, Andrea (2003) ‘Whose Voices? Whose Choices? Reflections on Gender and Participatory
Development’, World Development, Vol. 31, No. 8, pp. 1325-1342
Development (2010) Special issue on Gender and Empowerment, Vol. 53, No. 2
Gala, Chetna (1997) ‘Empowering Women in Villages: All-Women Village Councils in
Maharashtra, India’, Bulletin of Concerned Asian Scholars, Vol. 29, No 2, pp. 31-45
IDS Bulletin (2010) Special Issue on Negotiating Empowerment, Vol. 41, No. 2
Kabeer, Naila (1994) Reversed Realities New Delhi: Kali for Women, Ch 9
Kabeer, Naila (2005) ‘Is Microfinance a "Magic Bullet" for Women’s Empowerment?: Analysis of
Findings from South Asia’, Economic and Political Weekly, 29 October, Available online:
http://www.microfinancegateway.org/gm/document-1.9.24706/35016_file_50.pdf
Kabeer, Naila (2008) 'Paid Work, Women's Empowerment and Gender Justice', Pathways Brief 3,
Available online:
http://www.bridge.ids.ac.uk/go/home&id=54820&type=Document&langID=1
Karl, M. (1995) Women and Empowerment: Participation and Decision Making, London: Zed
Lemire, Beverly, Ruth Pearson & Gail Campbell (eds) (2002) Women and Credit: Researching the
Past, Refiguring the Future, Oxford: Berg Publishers
Malhotra, Anju, Sidney Ruth Schuler & Carol Boender (2002) Measuring Women’s Empowerment
as a Variable in International Development, World Bank Workshop on Poverty and Gender: New
Perspectives
Narasimhan, Sakuntala (1999) Empowering Women: an Alternative Strategy from Rural India, New
Delhi: Sage
Parpart, Jane, Shirin Rai & Kathleen Staudt (eds) (2002) Rethinking Empowerment, London:
Routledge
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Pathways of Women’s Empowerment (2011) Empowerment: A Journey not a Destination, Pathways
Synthesis Report, Available online:
http://www.pathwaysofempowerment.org/PathwaysSynthesisReport.pdf
Purushothaman, Sangeetha (1997) The Empowerment of Women in India: Grassroots Women’s
Networks and the State, London: Sage
Rahman, Aminur (1999) ‘Micro-credit Initiatives for Equitable and Sustainable Development: who
pays?’, World Development, Vol. 27, No. 1, pp. 67-82
Rowlands, Jo (1997) Questioning Empowerment: Working with Women in Honduras, Oxford:
Oxfam
Sardenberg, Cecilia M. B. (2009) ‘Liberal vs Liberating Empowerment: Conceptualising Women’s
Empowerment from a Latin American Perspective’, Pathways Working Paper 7, Available online:
http://www.pathwaysofempowerment.org/PathwaysWP7-website.pdf
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Week 3
Case Study Analysis: Watershed Development Programme (WDP)
Tutor
Caroline Wright
Loomba, Kanika, N.N.Deepak & Prita Das Gupta (2000) Participatory Watershed Management
and Rural Empowerment, Delhi: unpublished research report
[copies will be distributed]
All students to read the case study and think about the questions below before the class. One group
will prepare a formal presentation of their analysis of the case study outside the class, addressing the
questions in the light of the concepts we developed last week (30 minutes maximum).
1. What do you identify as the main development issues in the case?
2. To what extent did the project achieve its aims of a) rural empowerment and b) women’s
empowerment? What measures or indicators would you use to make this assessment?
3. What model of power is in operation in the WDP, and how is women’s empowerment
conceptualised? Are there any problems with these understandings of power and empowerment?
4. Based on the understandings of power and empowerment in operation in the WDP, how were the
issues concerning power relations dealt with in the project? Were there any problems with how
power relations were dealt with?
5. How would you conceptualise power relations, and the process of empowering women? How
does your conceptualisation help you to explain the problems with the WDP?
6. What recommendations would you make to those involved in the project about the process of a)
rural empowerment and b) women’s empowerment, based on your analysis of the case study?
7. What issues of power are raised by the process of investigating the development programme, and
what implications might these have for the empowerment of women in the village?
11
Week 4
Tutor:
Gender and Disaster: Key Concepts
Caroline Wright
Preparing for and responding to disasters is an important part of development work, but to what
extent does it need to be gendered? And how does our conceptualization of what disasters are
influence the ways we respond to them in policy terms? In week 4 we will develop a set of
conceptual tools for analysing gender in ‘natural’ disasters and gender needs in disaster mitigation
measures. In week 5 we will apply these to the aftermath of the January 2010 earthquake in Haiti.
Core reading: (everybody needs to read these and be prepared to discuss them as above)
Akerkar, Supriya (2007) ‘Disaster Mitigation and Furthering Women’s Rights: Learning from the
Tsunami’, Gender, Technology and Development, Vol. 11, No. 3, pp. 357-388
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b2151908~S1
Ariyabandu, M.M. (2009) ‘Sex, Gender and Gender Relations in Disasters’, in Chakrabarti, P.G.
Dhar and Elaine Enarson (Eds) Women, Gender and Disaster: Global Issues and Initiatives, Los
Angeles: Sage
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Further Reading: (to be divided between the class, as above)
Enarson, Elaine (1998) ‘Through Women’s Eyes: A Gendered Research Agenda for Disaster Social
Science’, Disasters, Vol. 22, No. 2, pp. 157-173
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1739244~S1
Fara, K. (1998) ‘How natural are “natural disasters”? Vulnerability to drought in southern Namibia
communal areas’, Available online:
http://www.radixonline.org/resources/namibia-vulnerability.doc
Fordham, Maureen and Ann-Michelle Ketteridge (1998) ‘“Men Must Work and Women Must
Weep”: Examining Gender Stereotypes in Disasters’, in Elaine Enarson and Betty Hearn Morrow
(Eds) The Gendered Terrain of Disaster: Through Women’s Eyes, Westport, Connecticut, London:
Praeger, pp. 81-94. Available online:
http://desastres.usac.edu.gt/documentos/pdf/eng/doc12888/doc12888.pdf
Gender and Disaster Network (2004) ‘Gender Equality and Disaster Risk Reduction: Call to Action’,
presented at the 2004 Gender Equality and Disaster Risk Reduction Workshop in Honolulu’,
Available online:
http://www.ssri.hawaii.edu/research/GDWwebsite/pdf/HonoluluCall_111504.pdf
Harvey, Claire and Ines Smyth (2012) ‘Post-Earthquake Response and Reconstruction: Gendersensitive advocacy in Indonesia’, Oxfam Programme Insights, Available online:
http://policy-practice.oxfam.org.uk/publications/post-earthquake-response-and-reconstructiongender-sensitive-advocacy-in-indone-247212
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Neumayer, Eric and Thomas Plumper (2007) ‘The gendered nature of natural disasters: The impact
of catastrophic events on the gender gap in life expectancy, 1981-2002’, Annals of the Association of
American Geographers, Vol. 97, No. 3, pp 551-566
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1737048~S1
Ray-Bennett, Nibedita S. (2007) ‘Environmental Disasters and Disastrous Policies: An Overview
from India’, Social Policy and Administration, Vol. 41, No. 4, pp. 419-424
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1745193~S1
Ray-Bennett, Nibedita S. (2009) ‘The influence of caste, class and gender in surviving multiple
disasters: A case study from Orissa, India’, Environmental Hazards, Vol. 8, No. 1, pp. 5-22
Available online:
http://www.ingentaconnect.com/content/earthscan/ehaz/2009/00000008/00000001/art00002
Smyth, Ines (2012) ‘Gender-sensitive Response and Recovery: An Overview’, Oxfam Programme
Insights, Available online: http://policy-practice.oxfam.org.uk/publications/gender-sensitiveresponse-and-recovery-an-overview-247191
UN/ISDR (2002) Gender Mainstreaming in Disaster Reduction. Commission on the Status of
Women, New York, Available online:
http://www.unisdr.org/eng/risk-reduction/gender/Gender_ISDR_CSW_6_March_02.doc
USAID (2000) ‘Unsung Heroines: Women and Natural Disasters’, Information Bulletin No. 8,
Available online: http://pdf.dec.org/pdf_docs/PNACL189.pdf
Questions for Seminar Discussion:
1. What is a disaster and how ‘natural’ is it?
2. What are the implications of different conceptualisations of disaster?
3. What role does the concept of vulnerability play in the making of disasters?
4. How is vulnerability to disasters gendered?
5. Why does gender matter in disaster mitigation?
6. Why does gender matter in disaster prevention?
7. What is your recipe for gender mainstreaming in disaster mitigation and prevention and why?
13
Additional Reading: (to consider when preparing assessed work)
Agarwal, B. (1990) ‘Social security and the family: Coping with seasonality and calamity in rural
India’, Journal of Peasant Studies, Vol. 17, No. 3, pp. 341-412
Anderson, Mary (1994) ‘Understanding the disaster-development continuum: gender analysis is the
essential tool’, Focus on Gender, Vol. 2, No 1, pp 7-10
Bradshaw, Sarah (2001) ‘Reconstructing roles and relations: women’s participation
in reconstruction in post-Mitch Nicaragua’, Gender and Development, Vol. 9, No. 3, pp. 79-87
Cannon, Terry (2008) ‘Vulnerability, “innocent” disasters and the imperative of cultural
understanding’, Disaster Prevention and Management, Vol. 17, No. 3, pp. 350-357
Chakrabarti, P.G. Dhar and Elaine Enarson (Eds) (2009) Women, Gender and Disaster: Global
Issues and Initiatives, Los Angeles: Sage
CARE-Cambodia (2002) ‘Flood impact on women and girls: Prey Veng province’, Available online:
http://www.adpc.net/pdr-sea/publications/FLdWG%20Flood.doc
DFID, (2005) Disaster Risk Reduction: A Development Concern Policy Briefing paper, London:
DFID.
Enarson, Elaine (2009) Women, Gender and the Hyogo Platform for Action. Gender Notes No. 1,
Gender and Disaster Network, Available online:
http://www.gdnonline.org/resources/GDN_gendernotes1.pdf
Fordham, M.H. (1998) ‘Making women visible in disasters: Problematising the private domain’,
Disasters, Vol. 22, No. 2, pp. 126-143
Khondker, H.H. (1996) ‘Women and floods in Bangladesh’, International Journal of Mass
Emergencies and Disasters, Vol. 14, No. 3, pp. 281-92
Rashid, F.S. and S. Michand (2000) ‘Female adolescents and their sexuality: Notions of honour,
shame, purity and pollution during the floods’, Disasters, Vol. 24, No. 1, pp. 54-70
Rozario, S. (1997) ‘Disasters and Bangladeshi women’, in R. Lentin (ed.) Gender in Catastrophe,
London: Zed Books
UN/ISDR (2008) Gender Perspectives: Working Together for Disaster Risk Reduction. Good
Practices and Lessons Learned, Geneva: UN
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Week 5
Tutor:
Case Study Analysis: Gendering the Response to the Haitian
Earthquake
Caroline Wright
Case Study
Government of the Republic of Haiti (2010) Action Plan for National Recovery and Development of
Haiti: Immediate Key Initiatives for the Future, Available online:
http://www.refondation.ht/resources/Action_Plan_12April.pdf
All students to read the main case study and think about the questions below before the class. One
group to prepare a formal presentation of their analysis of the case study, addressing the following
questions (maximum presentation time, 30 minutes).
1.
To what extent is the Action Plan for National Recovery and Development of Haiti informed
by the literature on gender and disaster?
2.
Who wrote the Action Plan, what are its priorities and how might the approach to gender be
explained?
3.
How would you begin to gender the Action Plan, on the basis of the literature on gender and
disaster?
4.
What are the consequences for a) women; b) men; c) national recovery if gender is not taken
into account in the aftermath of the earthquake?
A second group to read the following additional material and prepare a formal presentation,
addressing the following questions (maximum presentation time, 30 minutes):
Haiti Equality Collective (2010) Haiti Gender Shadow Report: Ensuring Haitian Women’s
Participation and Leadership in All Stages of National Relief and Reconstruction, Available online:
http://www.genderaction.org/publications/2010/gsr.pdf
1.
How does the Haiti Gender Shadow Report explain the approach to gender in the Action Plan?
2.
What are the priorities of the Gender Shadow Report and how do they relate to the literature on
gender and disaster?
3.
How does the Gender Shadow Report conceptualise gendered vulnerability?
4.
What are the consequences for a) women; b) men; c) national recovery if gender is not taken
into account in the aftermath of the earthquake?
15
Week 6
Tutor:
Governance and Accountability in NGO Gender and Development
Programmes: Key Concepts
Caroline Wright
Non-governmental organlisations (NGOs) are central players in the development industry, but how
are they distinct from other development actors? Is there anything distinctive about women’s NGOs
and those that focus on gender issues? How are NGOs governed and should they be governed? To
whom are they accountable and to whom should they be accountable? In week 6 we will develop
conceptual tools for analysing questions of governance in gender and development programmes. In
week 7 we will apply these to the case study of a women’s NGO in Botswana, Emang Basadi.
Core Reading: (everybody needs to read these and come prepared to discuss them, as above)
Gauri, Varun and Julia Galef (2005) ‘NGOs in Bangladesh: Activities, resources, and governance’,
World Development, Vol. 33, No. 12, pp. 2045-2065
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746075~S1
Kardam, Nuket (1997) ‘Making Development Organisations Accountable: the organizational,
political and cognitive contexts’, in Anne Marie Goetz (ed.) Getting Institutions Right for Women in
Development London: Zed, Chapter 3
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Further Reading: (to be divided between the class, each member to prepare short notes as above)
Bridge/GADNetwork (2012) ‘Aid Effectiveness “Voices from the Field”: REDBOL (Bolivia),
Available online:
http://www.gadnetwork.org.uk/storage/REDBOL%20'Voice%20from%20Bolivia'.pdf
Bridge/GADNetwork (2012) ‘Aid Effectiveness “Voices from the Field”: Women in Law in
Development in Africa (Ghana), Available online:
http://www.gadnetwork.org.uk/storage/WiLDAF%20'Voice%20from%20Ghana'.pdf
Datta, Kavita (2004) ‘A Coming of Age? Re-Conceptualising Gender and Development in Urban
Botswana’, Journal of Southern African Studies, Vol. 30, No. 2, pp. 251-268
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1742522~S1
Hickey, Sam & Giles Mohan (2005) ‘Relocating Participation within a Radical Politics of
Development’ Development and Change, Vol. 36, No 2, pp 237-62
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1739189~S1
Kilby, Patrick (2006) ‘Accountability for Empowerment: Dilemmas Facing Non-governmental
Organizations’, World Development, Vol. 34, No. 6, pp. 951-963
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746075~S1
16
Jacka, Tamara (2010) ‘Women’s Activism, Overseas Funded Participatory Development, and
Governance: A Case Study from China’, Women’s Studies International Forum, Vol. 33, No. 2, pp.
99-112
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1746049~S1
Lucas, Emma (2000) ‘We Decide, They Decide For Us: Popular participation as an issue in two
Nigerian women’s development programmes’, Africa Development, Vol. XXV, Nos 1 & 2, pp. 75-98
Available online: http://ajol.info/index.php/ad/article/view/22110/19397
Mayoux, Linda (1995) ‘Beyond Naivety: women, gender inequality and participatory development’,
Development and Change, Vol. 26, No 2, pp. 235-258
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Pinkney, Robert (2009) NGOs, Africa and the Global Order, Basingstoke: Palgrave Macmillan (Ch.
3 ‘A Third Sector or a Second Preference? What is Distinctive about NGOs?’, pp. 49-74)
Available as an E-book: http://webcat.warwick.ac.uk/record=b2328174~S1
Robinson, Dorcas, Tom Hewitt & John Harriss (eds) (2000) Managing Development London: Sage
(Ch 1: Why Inter-organisational Relationships Matter)
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Shah, Meera Kaul (1998) ‘”Salt and Spices”: addressing gender issues in participatory programme
implementation in AKRSP, India’, in Irene Gujit & Meera Kaul Shah (eds) The Myth of Community:
gender issues in participatory development, London: Intermediate Technology
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Questions for seminar discussion:
1. What are NGOs? How are they distinctive from other forms of organisation in the development
industry?
2. What are the specific characteristics of women’s NGOs?
3. What are the major issues of accountability in NGOs? How do these issues play out in women’s
NGOs?
4. What are the major issues of management in NGOs? How do these issues play out in women’s
NGOs?
5. How can NGOs achieve social change for women in development, and what factors obstruct
effective social change?
6. Is there a role for men in women’s NGO’s?
7. How do participatory approaches help to resolve problems of management and accountability in
NGOs, and how do they create such problems, particularly in relation to gender in development?
17
Additional Reading: (to consider when preparing assessed work)
Cornwall, Andrea & Karen Brock (2005) ‘What do Buzzwords do for Development Policy? A
critical look at “participation”, “empowerment” and “poverty reduction”’, Third World Quarterly,
Vol. 26, No. 7, pp. 1043-60
Commonwealth Secretariat (1999) Gender Management System Handbook, London: Commonwealth
Secretariat
Cooke, Bill & Uma Kothari (eds) (2001) Participation: the new tyranny?, London: Zed
Edwards, Michael & Alan Fowler (eds) (2002) The Earthscan Reader on NGO Management,
London: Earthscan, especially Chapters 27 & 28
Goetz, Anne-Marie (ed.) (1997) Getting Institutions Right for Women in Development, London: Zed
Kabeer, Naila & Ramya Subrahmanian (Eds) (1999) Institutions, Relations, Outcomes: framework
and case studies for gender-aware planning, London: Zed
Levy, Caren (1998) ‘Institutionalization of Gender through Participatory Practice’, in Irene Gujit &
Meera Kaul Shah (eds) The Myth of Community: gender issues in participatory development,
London: Intermediate Technology
Lewis, David and Nazneen Kanji (2009) Non-governmental Organizations and Development,
London, New York: Routledge
Molyneux, Maxine (1998) ‘Analysing Women’s Movements’, in Cecile Jackson & Ruth Pearson
(eds) Feminist Visions of Development: gender analysis and policy London: Routledge
Robinson, Dorcas, Tom Hewitt & John Harriss (eds) (2000) Managing Development: understanding
inter-organisational relationships, London: Sage
Roper, Laura, Pettit, Jethro & Eade, Deborah (eds) (2003) Development and the Learning
Organisation, Oxford: Oxfam GB (especially chapter by Power, Maury and Maury)
Ruxton, Sandy (ed) (2004) Gender Equality and Men, Oxford: Oxfam GB
Smillie, Ian & John Hailey (2001) Managing for Change: leadership, strategy and management in
Asian NGOs, London: Earthscan, especially Chapters 3, 6, 7
Smyth, Ines (1999) ‘NGOs in a Post-Feminist Era’, in Marilyn Porter and Ellen Judd (Eds) Feminists
Doing Development, London, New York: Zed, pp. 17-23
White, Sarah (1994) ‘Making Men an Issue: gender planning for “the other half”’, in Mandy
Macdonald (ed.) Gender Planning in Development Agencies, Oxford: Oxfam
18
Week 7
Tutor:
Case Study Analysis: Emang Basadi Women’s Association’s Gender
and Development Programmes
Caroline Wright
Liddle, Joanna and Caroline Wright (2003) ‘“Stand Up Women”: Emang Basadi’s Women’s
Association’, unpublished report.
[copies will be distributed]
The case study is supplemented by the following documents which are available electronically or to
borrow:
Emang Basadi (1999) Annual Report, pp 1-10.
Emang Basadi (2002) Legal Aid and Counselling Centre Strategic Planning.
Emang Basadi (2000) Minutes of General Membership Meeting, 1 July, pp 1-11.
Emang Basadi (2001) Legal Aid and Counselling Centre Report, June-December.
Selolwane, Onalena (2000) ‘Civil Society, Citizenship and Women’s Rights in Botswana’, in S. Rai
(ed.) International Perspectives on Gender and Democratisation, Basingstoke: Macmillan, pp 83-99
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
All students to read the main case study and think about the questions below before the class. One
group to prepare a formal presentation of their analysis of the case study and additional materials,
addressing the questions below (30 minutes maximum):
1. What sort of organisation is Emang Basadi?
2. What are its objectives and to what extent have they been achieved? Give evidence for your
answer.
3. How is ‘management’ conceptualised in Emang Basadi? To what extent is this consistent with
how it is practised? Are there any problems with the conceptualisation of ‘management’?
4. How is ‘accountability’ conceptualised in the organisation? To what extent is this consistent
with how it is practised? Are there any problems with the conceptualisation of ‘accountability’?
5. What would you identify as the major successes of Emang Basadi, and what explains their
success?
6. What would you identify as the major problems for Emang Basadi, and how can these problems
be explained?
7. Critically assess the organisation’s strategies for tackling major problems.
8. What recommendations would you make to the governing bodies of Emang Basadi to manage
change for women members more effectively?
19
Week 8:
Tutor:
Children, Work and Development
Phil Mizen
This week’s focus is the conceptual tools for analysing children and development with a specific
focus on children’s work and labour. Debates around children’s work often precipitate extensive
political and policy debate, sometimes involving entrenched positions, and informed by assumption
rather than by evidence and debate. By considering the controversies around child working, however,
we can pay attention to important issues involved in the conceptual framing of children’s work and
development, as well the evidence base that these claims call upon. In the next workshop we will
apply the ideas discussed in this session to a particular case study of working children. When
combined together, these two sessions will allow us to assess the extent and nature of children’s
work, the assumptions and conceptual tools used to debate children’s work and development, and to
assess whose interests attempts at regulation actually serve.
Core Reading: (Everyone must read these pieces)
Bourdillon, M., Levison, D., Myers, B. and White, B. (2010) Rights and Wrongs of Children’s Work,
New Brunswick: Rutgers University Press, chapter 1
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
ILO (2010) Accelerating Action against Child Labour: Global report under the follow-up to the ILO
Declaration on Fundamental Principles and Rights at Work, Geneva: International Labour Office
(Read at least the Executive Summary and Part 1 and Part 3), Available online:
http://www.ilo.org/wcmsp5/groups/public/@dgreports/@dcomm/documents/publication/wcms_1267
52.pdf
Liebel, M. (2007) ‘Opinion, Dialogue, Review: The new ILO report on child labour: A success story,
or the ILO still at a loss?’, Childhood, Vol. 14, No. 2, pp. 279-284
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1738205~S4
Further Reading:
(This further reading will be divided up before class. In preparation for this class, please prepare
short descriptive notes (2 sides) on your selected pieces and identify a number of points you would
like to contribute to discussion. These will be used for the class activities).
Bachman, S.L. (2000) ‘A New Economics of Child Labor: Searching for Answers Behind the
Headlines’, Journal of International Affairs, Vol. 53, No. 2, pp.545-572
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1742036~S4
Bourdillon, M. (2006) ‘Children and Work: A Review of Current Literature and Debates’,
Development and Change, Vol. 37, No. 6, pp. 1201-1226
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1739189~S4
20
Edmonds, E. V. (2008) Defining Child Labour: A review of the definitions of child labour in policy
research, Geneva: ILO/IPEC. Especially Parts 1 and 2. Available online:
http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=11247
James, Allison, Chris Jenks and Alan Prout (1998) Theorizing Childhood, Oxford: Polity Press. Chap
6, ‘Working Children’
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
ILO (2004) Child Labour: A textbook for university students, Geneva: International Labour
Organisation/International Programme for the Elimination of Child labour. Chapter 1, Available
online: http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=174
ILO (2002), Every Child Counts: New Global Estimates on Child Labour, Geneva: International
Labour Office. Parts 1 and 2, Available online:
http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=742
Liebel, M. (2004) A Will of their Own: Cross-cultural perspectives on Working Children, London:
Zed Books, Ch. 1 ‘Working Children as Social Subjects’
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Mizen, P. and Ofosu-Kusi, Y. (2012) ‘Engaging With a World Outside of Ourselves: Vistas of
Flatness, Children’s Work and the Informal Economy’, Sociological Research Online, Vol., 17, No.
2
Available online: http://www.socresonline.org.uk/17/2/17.html
Mizen, P. and Y. Ofosu-Kusi (2010), ‘Asking, Giving, Receiving: Friendship as Survival Strategy Among
Accra’s Street Children’, Childhood, Vol. 17, No. 4, pp. 441-454
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1738205~S4
Montgomery, H. (2009) ‘Are Child Prostitutes Child Workers? A case study’, International Journal
of Sociology and Social Policy, Vol. 29, Nos. 3/4, pp.130-140
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1741189~S1
Nieuwenhuys, O. (1996) ‘The Paradox of Child Labour and Anthropology’, Annual Review of
Anthropology, Vol. 25, pp.237-251
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1737061~S1
Reynolds, P., O. Niewenhuys and K. Hansen (2006) ‘Refractions of Children’s Rights in
Development Practice: A View from Anthropology’, Childhood, Vol. 13, No. 3
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1738205~S4
White, B. (1999) ‘Defining the Intolerable: Child Work, Global Labour Standards and Cultural
Relativism’, Childhood, Vol. 6, No. 1, pp. 133-144
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1738205~S4
21
Woodhead, M. (1999) ‘Combatting Child Labour: Listen to what the children say’, Childhood, Vol.
6, No. 1, pp. 27-49
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1738205~S4
Questions for Class Discussion
1.
How does the ILO define/measure child labour?
2.
What is the nature and extent of child labour globally, as estimated by the International
Labour Organisation? How do these estimates differ according to regions; country; gender;
age? What does this research tell us about the types of work that children do?
3.
What ILO Conventions seek to regulate child labour and how do they seek to do so?
4.
Why does the ILO argue that children should not work?
5.
What are the worst forms of child labour according to ILO and why have they chosen to
focus explicitly on these forms?
6.
Focusing on Bourdillon et al or Liebel, what are their main criticisms of the ILO position on
children’s work?
7.
Can work be a source of empowerment for children?
8.
Is there a necessary conflict between education and children’s involvement in work?
9.
What difference to our understanding of child labour does it make if we listen to what
working children say?
10.
In what way are working children held to be social agents in discussions of children’s work?
22
Additional Readings: (to consider when preparing assessed work)
Albarracin-Jordan, Juan and Thérèse Bouchard (2011) ‘Child Laborers in the Bolivian Mining
Sector: Exploring Children’s Experiences and Perspectives’, in Myriam Denov, Richard Maclure and
Kathryn Campbell (Eds) Children’s Rights and International development: Lessons and Challenges
from the Field, Basingstoke, New York: Palgrave Macmillan, pp. 87-108
Bass, L. E. (2004) Child Labor in Sub-Saharan Africa, London: Lynne Rienner Publishers,
especially Chapter 1
Boyden, J. et al. (1998) What Works for Working Children, Florence: UNICEF and Radda Barnen,
especially Chapter 1
Bhalotra, S. and Tzannatos, Z. (2003) Child Labor: What Have We Learnt?, Washington: World
Bank Social Protection Unit. Available online:
http://info.worldbank.org/etools/docs/library/135857/child%20labor%20%20what%20have%20we%20learnt-bhalotra%20%26%20tzannatos.pdf
Bolton, A. et al (2001) ‘Picture This: Researching Child Workers’, Sociology, Vol. 35, No. 2,
pp.501-518
Cigno, A. et al. (2002) Child Labor Handbook, Washington: World Bank Social Protection Unit,
especially Chap 1, Available online: http://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2003/03/22/000094946_0303111104458/
Rendered/PDF/multi0page.pdf
Diallo, Y. et al (2010), Global Child Labour Developments: Measuring Trends from 2004 to 2008,
Geneva: ILO/IPEC, especially Part 2, Available online:
http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=13313
Kovats-Bernat, J.C. (2006), Sleeping Rough in Port-au-Prince: An Ethngoraphy of Street Children
and Violence in Haiti, Miami: University Press of Florida
Guarcello, L. et al. (2005) Impact of Children’s Work on School Attendance and Performance: A
review of school survey evidence from 5 countries, Geneva: ILO/UCW (Introduction and
Conclusion), available online: http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=8510
Offit, T. A. (2008) Conquistadores de la Calle: Child street labour in Guatemala City, Austin:
University of Texas Press, especially Chapter 3
Okoli, R. and Cree, V. (2012) ‘Children’s Work: Experiences of Street-Vending Children and Young
People in Enugu, Nigeria’, British Journal of Social Work, Vol. 42, No. 1, pp. 58-73
Patwary, M. A. et al. (2012) ‘The Motivations of Young People Moving into Medical Waste
Scavenging as a Street Career’, Journal of Youth Studies, Vol. 15, No. 5, pp.591-604
Reynolds, P. (1991) Dance Civet Cat: Child Labour in the Zambezi Valley, London: Zed Books,
especially Introduction
Roche, J. (1999) ‘Children: Rights, participation and citizenship’, Childhood, Vol. 6, No. 4, pp. 47593
23
Schlemmer, B., (Ed.) (2000) The Exploited Child, London: Zed Books
Uprichard, E. (2008) ‘Children as “being and becomings”: Children, childhood and temporality’,
Children & Society, Vol. 22, No. 4, pp. 303-13
Watson, A. (2009) The Child in International Political Economy, London: Routledge (Ch on Child
Labour)
Watson, A. (2004) ‘Seen but Not Heard: The role of the child in international political economy’,
New Political Economy, Vol. 9, No. 1, pp. 3-21
Young, L. and Barrett, H. (2001) ‘Adapting Visual Methods: Action research with Kampala street
children’, Area, Vol. 33, No. 2, pp.141-152
24
Week 9:
Tutor:
Case Study Analysis – Children’s Work and Labour in Cocoa
Production in West Africa
Phil Mizen
For this workshop we will focus on the case study of children’s work in cocoa in West Africa. This
provides an interesting case study to consider because the issue of children in a very poor region of
the world producing the raw material that is eventually consumed by large numbers of children in the
affluent west can be a particularly emotive one. It also highlights clearly the increased sensitivity to
the use of children’s labour in the supply chains of corporations whose products are directed at more
affluent nations, as the recent examples of Adidas, Nike, Apple and Samsung show.
The task this week is to prepare a 25-30 minute group presentation on children’s work in cocoa
production in West Africa. To do so you will need to research the topic thoroughly and then prepare
a PowerPoint presentation to be presented to the group. To get you started there is a list of resources
below – web pages, a documentary film and a small selection of academic research – that you must
consult. These constitute the initial resource of your case study but your presentation should also
display evidence of wider reading and research.
To organize your presentation you should address these following points. You should:
1. examine and detail the evidence base for debates about children’s work in West African cocoa
production (i.e. what are the sources of knowledge and what do they tell us about the situation).
2. identify the conceptual framing of debates about children’s work in cocoa production (i.e. how and
why it is felt to have implications for children, its developmental significance, normative
assumptions about children and childhood etc.).
3. highlight key policy suggestions and innovations (i.e. measures to address children’s involvement,
the role of industry, trades unions and governments) and assess their (likely) effectiveness (i.e. are
they succeeding)
4. consider whether the debates about children’s work in cocoa, together with programmes directed
towards this, serve children’s best interests.
5. ask yourself what difference it could make to our understanding of the situation if we were to take
seriously what working children might say about their work (i.e. to think carefully about how
encouraging working children’s participation in these debates might affect their tenor and direction).
Students not presenting for this workshop should familiarise themselves with the core material. You
should prepare notes and some points that you would like to contribute to discussion. You will be
assigned the role of an ‘informed audience’ and therefore be expected to offer comment, observation,
praise and constructive criticisms on each presentation.
All students should:
Watch the documentary ‘The Dark Side of Chocolate’:
http://topdocumentaryfilms.com/dark-side-chocolate/
or
http://www.thedarksideofchocolate.org
25
And then consult or read
The International Cocoa Initiative – a tripartite international organisation
http://www.cocoainitiative.org
This web site contains a range of reports that are very useful.
IPEC/ILO Assessment of Child Labour in Cocoa
http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=6444
A Report by ILO on the situation in Ghana.
Berlan, A., (2009) ‘Child labour and cocoa: whose voices prevail?’, International Journal of
Sociology and Social Policy, Vol. 29, Nos.3-4, pp.141-151
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1741189~S1
De Lange, A. (2007) ‘Child Labour and Trafficking in Rural Burkina Faso’, International Migration,
Vol. 45, No. 2, pp. 147-167
Available as an E-journal article:
http://webcat.warwick.ac.uk/record=b1741234~S1
Additional Material
This material will provide further resources from which to research your case study. It is by no
means definitive and you should undertake your own personal research to develop this material
further.
Academic Research
Bass, L. E. (2004) Child Labor in Sub-Saharan Africa, London: Lynne Rienner Publishers
Grier, B. (2004) ‘Child Labour and Africanist Scholarship’, African Studies Review, Vol. 47, No. 2,
pp. 1-25
Van Hear, N. (1982) ‘Child Labour and the Development of Capitalist Agriculture in Ghana’,
Development and Change, Vol. 13, No. 4, pp. 499-514
Web Resources
This is far from being a definitive list of sources from which you can research your case study. When
searching the web take great care to identify who the web site belongs to or the author of the
information is. This is crucial to identifying its value and credibility.
Combatting Child Labour in Cocoa (ILO/IPEC)
http://www.ilo.org/public//english/standards/ipec/themes/cocoa/download/2005_02_cl_cocoa.pdf
IPEC/ILO Assessment of Child Labour in Cocoa
http://www.ilo.org/ipecinfo/product/viewProduct.do?productId=6444
26
The Fairtrade Foundation
http://www.fairtrade.org.uk/press_office/tackling_child_labour.aspx
The International Cocoa Initiative – a tripartite international organisation
http://www.cocoainitiative.org
US NGO Stop Child Labor
http://stopchildlabor.org/?cat=117
NGO World Vision
http://www.worldvision.com.au/Libraries/DTL_Demand_Ethical_Chocolate/FINAL_Our_Guilty_Pl
easure_Summary_Version_09_02_2012.pdf
NGO Anti-Slavery
http://www.antislavery.org/english/campaigns/cocoa_traders/default.aspx
Nestle
http://www.nestlecocoaplan.com/nestle-sets-out-actions-to-address-child-labour/
The Forum for Sustainable and Responsible Investment
http://ussif.org/resources/research/documents/Childlabourinthecocoasupplychain_Jantzi.pdf
NGO Stop the Traffik
http://www.stopthetraffik.org/campaign/chocolate
27
Week 10
Tutor:
Making Sense of Gender Mainstreaming: Key Concepts
Caroline Wright
In the final week we will develop a set of conceptual tools for analysing the mainstreaming of gender
in development, which we will then apply to your own experiences of gender and development
policies and programmes. We will also discuss the assessment for the module.
Core Reading: (everybody needs to read these and be prepared to discuss them as above)
Beveridge, Fiona et al (2000) ‘Mainstreaming and the Engendering of Policy-Making: A means to
an end?’, Journal of European Public Policy, Vol. 7, No. 3, pp. 385-405
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1740128~S1
Longwe, Sara Hlupekile (1999) ‘The evaporation of gender policies in the patriarchal cooking pot’,
in Deborah Eade (ed.) Development with Women, Oxford: Oxfam GB, pp. 63-76
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Porter, Fenella and Caroline Sweetman (2005) ‘Editorial’, Gender & Development, Vol. 13, No. 2,
pp. 2-10 [special issue on Gender Mainstreaming]
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1740128~S1
Further Reading: (to be divided between the class, each member to prepare short notes as above)
Beveridge, Fiona et al (2000) ‘Mainstreaming and the Engendering of Policy-Making: A means to
an end?’, Journal of European Public Policy, Vol. 7, No. 3, pp. 385-405
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1740128~S1
Erturk, Yakin (2004) ‘Considering the role of men in gender agenda setting: conceptual and policy
issues’, Feminist Review, Vol. 78, pp. 3-21
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1739915~S1
Eyben, Rosalind (2010) ‘Subversively Accommodating: Feminist Bureaucrats and Gender
Mainstreaming’, IDS Bulletin, Vol. 41, No. 2, pp. 54-61
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b2286587~S1
Jahan, Rounaq (1995) The Elusive Agenda: Mainstreaming Women in Development, London: Zed
Books (chapter 6)
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Moser, Caroline (2005) ‘Has Gender Mainstreaming Failed? A Comment on International
Development Agency Experiences in the South’, International Feminist Journal of Politics, Vol. 7,
No. 4, pp. 576-590
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1740924~S1
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Perrons, Diane (2005) ‘Gender Mainstreaming and Gender Equality in the New (Market) Economy:
An Analysis of Contradictions’, Social Politics: International Studies in Gender, State and Society,
Vol. 12, No. 3, pp. 389-411
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1745195~S1
Rai, Deep Ranjani (2000) ‘Gender and ActionAid Nepal’, in Royal Tropical Institute (ed.)
Institutionalizing Gender Equality, Amsterdam: KIT Press and Oxfam GB, pp. 27-38
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Smyth, Ines (1999) ‘A rose by any other name: Feminism in development NGOs’ in Fenella Porter,
Ines Smyth and Caroline Sweetman (eds) Gender Works, Oxford: Oxfam GB, pp. 132-141
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Standing, Hilary (2007) ‘Gender, myth and fable: the perils of mainstreaming in sector
bureaucracies’, in Andrea Cornwall, Elizabeth Harrison and Ann Whitehead (eds) Feminisms in
Development: Contradictions, Contestations & Challenges, London: Zed Books
Available as an E-extract:
http://www2.warwick.ac.uk/services/library/main/electronicresources/extracts/so/so929
Tiessen, Rebecca (2004) ‘Re-inventing the Gendered Organization: Staff Attitudes towards Women
and Gender Mainstreaming in NGOs in Malawi’, Gender Work and Organization Vol. 11, No. 6, pp.
689-708
Available as an E-journal article: http://webcat.warwick.ac.uk/record=b1740132~S1
Questions for Seminar Discussion
1.
What is gender mainstreaming? How can it be defined and what are the implications of
different definitions?
2.
How might gender mainstreaming be measured and what are the implications of different
measures?
3.
What are the advantages of gender mainstreaming?
4.
What are the limitations of gender mainstreaming?
5.
Longwe suggests that while mainstreaming gender is on the overt agenda of an institution, a
covert agenda may exist alongside to subvert mainstreaming. Why does this subversion take
place? How does it take place?
6.
What is your recipe for a successful gender mainstreaming policy and why?
7.
Does this literature on gender mainstreaming resonate with your own experiences of gender
mainstreaming policies? If so, how?
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Additional Reading:
Benschop, Yvonne and Mieke Verloo (2006) ‘Sisyphus' Sisters: Can Gender Mainstreaming Escape
the Genderedness of Organizations?’, Journal of Gender Studies, Vol. 15, No. 1, pp. 19-33
Coles, Anne (2001) ‘Men, Women, and Organisational Culture: Perspectives from Donors’, in
Caroline Sweetman (ed.) Men’s Involvement in Gender and Development Policy and Practice:
Beyond Rhetoric, Oxford: Oxfam GB, pp. 4-10
De Waal, Maretha (2006) ‘Evaluating gender mainstreaming in development projects’, Development
in Practice, Vol. 16, No. 2, pp. 209-214
Eade, Deborah (1999) ‘From the slipstream to the mainstream: Incorporating gender into The Oxfam
Handbook of Development and Relief’ in Fenella Porter et al (eds) Gender Works, Oxford: Oxfam
GB, pp. 286-296
George, Glynis R. (2007) ‘Interpreting Gender Mainstreaming by NGOs in India: A comparative
ethnographic approach’, Gender, Place & Culture: A Journal of Feminist Geography Vol. 14. No. 6,
pp. 679 - 701
Goetz, Anne-Marie (1997) ‘Introduction: Getting Institutions Right for Women in Development’ in
A.M. Goetz (ed.) Getting Institutions Right for Women in Development, London: Zed, pp. 1-28
Jahan, Rounaq (1995) The Elusive Agenda: Mainstreaming Women in Development, London: Zed
Books
Macdonald, Mandy, Ellen Sprenger and Ireen Dubel (1997) Gender and Organizational Change:
Bridging the Gap Between Policy and Practice, Amsterdam: Royal Tropical Institute
Royal Tropical Institute (ed.) (2000) Institutionalizing Gender Equality: Commitment Policy and
Practice, a global source book, Amsterdam: KIT Press and Oxfam GB
Walby, Sylvia (2005) ‘Gender Mainstreaming: Productive Tensions in Theory and Practice’, Social
Politics: International Studies in Gender, State and Society, Vol. 12, No. 3, pp. 321-343
Wallace, Tina (1999) ‘GADU remembered: Some reflections on the early years’, in Fenella Porter,
Ines Smyth and Caroline Sweetman (eds) Gender Works, Oxford: Oxfam GB, pp. 187-195
Williams, Suzanne (1999) ‘Chronicle of a death foretold: The birth and death of Oxfam GB’s Gender
and Development Unit’ in Fenella Porter, Ines Smyth and Caroline Sweetman (eds) Gender Works,
Oxford: Oxfam GB, pp. 178-186
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Assessment 2012-2013: Case Study Analysis
Select one of the following four topics and associated case studies explored on the module:
Topic
Case Study
1. Empowerment
Participatory Watershed Management
and Rural Empowerment, India
2. Children
Children’s Work and Labour in Cocoa Production in
West Africa
3. Disaster
Policy responses to the Haitian Earthquake
4. Governance of NGOs
Emang Basadi Women’s Association,
Botswana
Write up your analysis of the case study provided for the topic chosen, using the relevant key
concepts and theories. Your main emphasis should be on the concepts and theories specific to the
topic, but you may also wish to utilize concepts met elsewhere in the module where appropriate.
You will need to develop a suitable title for your case study, and this must be agreed by the
appropriate tutor in advance. It is important that the title requires an analytical approach to be taken
to the case study. The questions/themes provided for the presentation will provide a starting point
but you will need to develop a more ‘all-encompassing’ question once you know the direction you
want your analysis to take.
Length:
Essays should be no more than 5000 words in length. The total word count must be
provided at the end (this excludes the Bibliography).
Deadline:
Please check the Postgraduate Handbook.
Submission:
Is first electronic and then two hard copies must be submitted to and signed in with
the Postgraduate Secretary, with a completed postgraduate cover sheet attached and a
receipt from electronic submission.
Presentation: Please use the guidelines provided in the Postgraduate Handbook.
Caroline Wright
January 2013
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