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COMMUNITIES AND CRISIS
Inclusive Development Through Sport
29th October 2012, Rheinsberg/Germany
GENDER AND SPORT
Challenges in Crisis Areas
Proposed agenda
• Introduction: practical exercise
• Historical perspective
• Terminology and definitions
• Understanding and overcoming barriers
Special focus: Socio-cultural ideals of masculinity and femininity
• Examples from Malawi • Recommendations
Why are we talking about sport and gender?
Notion of Gender
• Not study of women or feminism
• Female + male social interaction/relationship
• Disadvantages at female expense (hidden girls)
• Risk of abstractions
Terminology and definitions
Particularities of ‘sport for development’
• Attractiveness, popularity
(broad media coverage)
• Worldwide outreach
• Relatively simple setting / infrastructure
• Leisure time and fun factor
• Historical link with masculinity
• Emphasis on body and its functions
• Claiming public space (visibility)
Historical link with masculinity
• 1912: Pierre de Coubertin
« Une olympiade femelle serait inintéressante, inesthétique, et incorrecte. Le véritable héros olympique est, à mes yeux, l’adulte mâle individuel. (...). Aux JO leur rôle devrait être surtout, comme aux anciens tournois, de couronner des vainqueurs. »
• 1922: Female Olympic Games
First edition held in Paris
Official admission of women’s
sports to the Olympic Games
(selection)
Sport Year of
introduction
Scene of
Olympics
First admission
for women /
men
Archery 1904 St. Louis
Athletics 1928 Amsterdam X
Volleyball 1964 Tokio X
Handball 1976 Montreal
Cycling 1984 Los Angeles
Tennis 1988 Seoul X
Judo 1992 Barcelona
Football/Soccer 1996 Atlanta
Ice-Hockey 1998 Nagano
Weight lifting 2000 Sydney
Boxing 2012 London
Terminology and definitions
Gender
Development
/ Crisis
Sport
1
2
Socio-cultural context
Importance of considering specific socio-
cultural setting (=> careful assessment) !
Importance of socio-cultural context
In most parts of the world…
… sport is still considered “unfeminine”.
… females are largely under-
represented at all levels in sport.
Understanding and overcoming barriers
1. Socio-economic barriers
2. Safety concerns
3. Material, infrastructural and
technical barriers
4. Lack of female role models
5. Socio-cultural barriers
Understanding and overcoming barriers
1 Socio-economic barriers
• Availability of leisure time
(division of labour)
• Family and home care not
considered “proper work”
2 Safety concerns
• External dangers (sexual harassment, etc.)
• “Internal dangers”
Drills and physical punishment
Insufficiently trained staff (first-aid)
Emotional or sexual exploitation
Poor equipment and infrastructure
Understanding and overcoming barriers
3 Material, infrastructural and
technical barriers
Understanding and overcoming barriers
3 Material, infrastructural and
technical barriers
SAD project in
Bam (Iran)
4 Lack of female role models
• Restricted “male-dominated territories” like
sport, business, politics, science, etc.
• Limited media access
Understanding and overcoming barriers
1. Socio-economic barriers
2. Safety concerns
3. Material, infrastructural and
technical barriers
4. Lack of female role models
5. Socio-cultural barriers
Understanding and overcoming barriers
5 Socio-cultural barriers
- Challenging norms = safety concern
(sanctions)
- Ideals of masculinity and femininity
Understanding and overcoming barriers
What sex do those objects have??
Gender neutrality of all sports
MALE OR FEMALE ??
Gender neutrality of all sports
Masculinity
“being a real
boy or man”
Socio-cultural ideals of masculinity and femininity
Femininity
“being a real
girl or woman”
“being a real
boy or man”
“being a successful
sportwoman”
“being a
woman”
“being a
sportswoman”
Socio-cultural ideals of masculinity and femininity
Mechanisms to defend traditional
„territories of masculinity“
Preventing females from entering
“male domains” such as…
Sport Cycling
Science
Army
Politics
- Scientific / rational evidence
- Formal rules and restrictions
=> Irrational arguments and
„punches below the belt“
(homophobia, sexism, racism, etc.)
- Moral / ethical arguments
EXAMPLE FROM
SOUTHERN AFRICA
(Sept. 2008)
Picture monitoring
Topic = Female participation
MALAWI, Blantyre
Makata Primary School, Ndirande
Average number of participants for
one sport session:
2‘130 children
1. Gender neutrality of all sports
2. Claiming space
3. Types of sport
4. Participatory and holistic approach, communication and analysis (assume nothing!)
5. Didactical considerations
6. Sensible role modelling
Recommendations
2. Claiming space (visibility)
Recommendations
3. Types of sport
• Taking gradual steps
• Parameters of adequate sport activities:
• Level of physical contact
• Mixed or single-sex lessons
• Individuality / Collectivity
• Game / Non-Game
• Psychosocial needs
• Type of disaster / conflict
• Etc.
Recommendations
4. Holistic approach
• Identifying “gatekeepers”
• Including males, community, schools,…
(manipulation, “sheltered realities”)
Recommendations
Complexity of measuring social
change / development
1 Problem analysis / needs assessment
2 Stakeholder / context analysis
3 Setting aims and objectives
4 Setting performance indicators
5 Planning activities / resources
6 Risk analysis / assumptions
Deliver work / implementation
data analysis
Reporting
Importance of participatory
approach (all stakeholders)
Main stakeholders…
- Implementing organisation / agency (staff)
- Coaches / volunteers
- Participants
… but many other partnerships are valuable:
• Donor organisation(s)
• Municipality
• Family
• Government
• School
• Peer Groups
• Other NGOs
• Church
• Radio channel
• Local newspaper
• Etc.
How to identify main stakeholders:
a) Which agencies, organisations, groups
and individuals will influence / be
influenced by the project, directly or
indirectly?
Definition of their roles in relation to
each other.
b) Who has a significant interest in
success or failure of a project?
Stakeholder analysis
Examples of Stakeholder analysis: Zambia and Colombia
1. Gender neutrality of all sports
2. Claiming space
3. Types of sport
4. Participatory and holistic approach, communication and analysis (assume nothing!)
5. Didactical considerations
6. Sensible role modelling
Recommendations
5. Didactical considerations
• Eye-opening effects (e.g. mixed groups)
• Participation vs. competition
Recommendations
6. Sensible role modelling
• Knowing needs/interests of target group
• Identifying adequate and authentic
role models (conscious use)
• Raising awareness with regard to
responsibilities
Recommendations
Thank you !!
Marianne Meier
- Technical University Munich (TUM)
- Swiss Academy for Development (SAD)
Websites: www.sad.ch / www.tum.de
Platform: www.sportanddev.org