ACKNOWLEDGEMENTS
University of Stuttgart Städtebau-Institut Ezbet Project Leadership: Dr. Eng. Manal El-Shahat
The role women can potentially play in development Authors and contributors German team (authors of the report) Fabienne Daub 1st Semester Master - Planung und Partizipation (M.Sc.) Matriculation number: 3393675 Shruthi Athreya 3rd Semester Master - Integrated Urbanism and Sustainable Design Matriculation number: 3304295 Sule Karabıyıkoglu 8th Semester Bachelor - Erasmus Student Matriculation number: 3381629 Yilin Lai 3rd semester Master - Integrated Urbanism and Sustainable Design Matriculation number: 3303908 Egyptian team (on-site support and consultation) Eman Mahmoud Mohammed Abdelhalim B.Sc. of architecture Banha University Mario Mikhail Political Science The British University in Egypt Yasmin Essam Nour Bachelor of engineering (Department of architecture) Major of urban planning
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TABLE OF CONTENTS
Introduction 6 1
Literature review and contextual background 6 1.1 Understanding the context of the informal areas in Cairo 8 1.1.1 History of informal areas 8 1.1.2 Explaining the context of informal areas in Cairo 8 1.2 Research methods 9 1.2.1 Qualitative research methodologies 9 1.2.2 Quantitative research methodologies 9 1.2.3. Grounded Theory 9 1.2.4. SPSS 10 1.2.5 Mayring method 10 2 Case Study Gaziret El Dahab: 11 2.1 Understanding the community and their values 11 2.1.1 Overview of the Geographic location 12 2.1.2 Segregation between communities 15 2.1.3 Family structure on the island 16 2.1.4 Chapter conclusion 18 2.2 Focus topic 19 2.2.1 Research Question 19 2.2.2 Research approach 19 2.2.3 Understanding the data 21 2.2.4 Discussion 22 2.2.5 Limitation of the research data 25 3 The use of the study/implications 26 3.1 Conclusion 26 3.2 Outlook 27 3.2.1 Understand other female members on the island 27 3.2.2 The new balance of family structure: gender mainstream in household and community level 27
REFERENCES 28 Appenddix 29
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TABLE OF FIGURES
Figure 1: Timeline of the process Figure 2: Steps of mayring method Figure 3: Key infrastructure and service outside Gaziret El Dahab. Figure 4: Daily routine of women Figure 5 : Major problem in El Izbah (southern) and Bayn El Bahariya (northern) Figure 6 : Segregation inside the island. Figure 7: Comparison of women and men’s routine in within the family Figure 8: Percentage of women and men been interviewed in El Dahab Figure 9: Implementing Mayring Technique Figure 10: Overview of the case study Figure 11: Building the outline of interpretations, using analyzed data Figure 12: Structuring of the subject's evolution Figure 13: The island's social and spatial aspects that people like Figure 14: Family structure
7 10 12 13 14 15 17 20 21 21 22 23 23 24
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Introduction
This report is a result of the ‘Participatory Needs Assessment’ seminar held by Dr. Eng. Manal El-Shahat and Shaharin Anissa at the University of Stuttgart, Germany. The seminar focuses on teaching participatory planning techniques. Dr. Manal, the co-ordinator for the seminar, directs the EZBET project that aims to provide basic urban facilities in the informal areas of Cairo through participatory planning. Thus, the course brings a real-life project to the academic world, giving an opportunity for the students to get experience in dealing with real-world scenarios while still contributing to them. This report is divided into two major parts: one dealing with the literature review and contextual study performed during the seminar and the other describing the journey of understanding a case study in Cairo.
1
Literature review and contextual background
This report aims to take a step further from the existing report compiled by the earlier batch of students on ‘The unseen role of women in development in Gaziret El Dahab’ by combining the foundation of knowledge built throughout the seminar with the analysis done on and off site. The report focuses on the topic of women and how they can potentially play an important role in the development of informal areas within the topics of family structure and education.
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Figure 1: Timeline of the process
The formation of this report is composed of several steps. To begin with, a base of information has been built along the seminar by different media tools like videos, news, literature about social sciences and particularly slums and participation, and was deepened by group discussions. With group presentations about the books: “Can NGOs make a difference?”, “Planet of Slums”, “Community Participation Methods in Design and Planning”, “Power and Participatory Development”, “Planning and Design for Future Informal Settlements”, a basic understanding on participatory planning, development and informal settlements has been built. Acquired knowledge from the books which were written by people who worked both theoretically and practically on case studies related to their topics helped the students understand how the theory could be engaged with real life situations. In the book, "Can NGOs make a difference?", the author highlights the tendency that in academic, political and activist contexts women and their needs are often ignored. He criticizes that policy makers are rather looking away from women's subordination in societies instead of highlighting the issues and working on them. As a solution the concept of Gender Mainstreaming has been suggested. It is a tool to address gender equality at an institution and organisation level. The key for Gender Mainstreaming is understanding the nature of changing the organisation context and the individual within the organisation. (Bebbington et al., 2013, p. 279-282) Following the book presentations, some core readings on significant social science topics have been read by groups of students and then presented and discussed in a class setting. In “The economy as a social system - superstructure” lesson the students learned about the relation between economy and social structure. The topic “Social ties – Society and community” gave a comprehensive idea on different structures of social ties and the difference between society and community. With “Action/interaction and social interaction order” the dramaturgical metaphor, which theorizes the patterns of the way human beings behave in different contexts, has been taught. Finally, the “Habitus” concept of Baudelaire has been described, which is about the elements that define a person's identity and how these affect the way they live. With those topics, a better understanding has been developed on the foreign lifestyle and social structure for the students in the subject area. After the presentations on social science topics, the students were divided to focus on different topics. Each group analyzed the previous reports written on their subject, with an understanding gained through book presentations, workshops and literature. Crucial aspects, misleading and missing data were pointed out and further questions and solutions were suggested to clarify misleading aspects and covering missing data with a presentation. The fundamental knowledge establishment and data gathering phase concluded with the excursion to the island Gaziret El Dahab in Cairo. Throughout the excursion, each group focused especially on their topics and went over the existing data with the Egyptian team. With the help of the Egyptian team, presentations, workshops and interviews were conducted with local people. Different types of data, such as drawings and clay models made by locals, sketches, photographs, observations, interviews, etc. were collected. Following this phase, with further analysis on the current and the existing data gathered in 2017, the report topic was narrowed down to “The role women can potentially play in development of informal areas”, focusing on the topics of family structure and education. 6
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The seminar concluded with the report writing phase. During this phase, the literature learnt during the seminar was used to analyse the data collected for the case study of Gaziret El Dahab.
1.1 Understanding the context of the informal areas in Cairo It is estimated that 25 percent of the world’s urban population lives in informal settlements (UN-Habitat, 2013, p. 126- 128). Furthermore, the gap between the Global South and the Global North is widening and it becomes visible with different ways in life through social division and inequities. Those with lower incomes are being excluded from the benefits of contemporary, formal city lifestyle. To eliminate the problems in informal settlements, some steps have been taken in the past and the efforts continue internationally even today. However, the process has a long way ahead (Sims, 2010, p. 1). The problems mentioned above and some others can be addressed in the context of the informal areas in Cairo. The EZBET - PNA project is one of those studies/practices trying to bring solutions to the problems faced by the inhabitants in the informal settlement. As a part of this project, the solutions of this report, focus on the role of women in the society of Gaziret El Dahab. 1.1.1 History of informal areas The history of informal areas goes parallel with rapid urbanization faced by most developing countries. At first, the informal areas were seen as the source of the problem itself. (Gouverneur, 2014, p. 3) Being one of the first steps taken internationally to tackle the problems of rapid urbanization, CIAM suggested a set of principles that recommends building tall residential structures and strict zoning of functions (Gouverneur, 2014, p.12). Subsequently, Garden Cities has been suggested by Ebenezer Howard to offer the rich population a “slum and smoke free” green heaven (2014, p.13). With public housing programs, that built tall and congested residential buildings, offering an affordable shelter to the urban poor was targeted (Gouverneur, 2014, p.14). However, all of these attempts resulted in more complex problems like unequal land-ownership distribution, radical land value shift and lack of access to the financial market of the urban poor. Also in some cases, foreign Influence on tackling the problems with rapid urbanization resulted in making plans that were irrelevant or inapplicable to its context. By the 21st century, the faulty approach to urbanization and informal settlements changed. David Gouverneur points that out in his book,“Planning and Design for Future Informal Settlements”, stating: “Informal settlements should not be seen as a problem but rather a consequence of historic and structural deficiencies of developing societies that are experiencing exponential rates of urban population growth” (2014, p. 24). After this realization, new concepts as “Sites and Services” and “Informal Armatures” were suggested by different parties. The PNA project in Cairo works on participatory development of informal settlements by empowering people and teaching them to take action on their own development.
1.1.2 Explaining the context of informal areas in Cairo In order to understand the inhabitants of Cairo it is a prerequisite to understand the city and how it works (Sims, 2010, p. 273) . Geographically seen Greater Cairo is unique as a megacity. It is built in the hinterland of the desert and a part of the Nile valley (Sims, 2010, p. 25). Between large business parks and industry, people are still able to maintain intensive small farm agricultures (Sims, 2010, p. 279). Compared to other cities in the world, Sims describes Cairo as a success story (2010, p. 267). Despite some predictions and the immense enlargement of the population (from four to seventeen million inhabitants within fifty years) Greater Cairo has not collapsed. As a key factor for Cairo’s success, Sims names the cities high density, which allows the public transport to function in a cost efficient way and the people to move around. Sims criticism lies heavily on the government, as politicians tend to build new neighborhoods out in the desert instead of targeting housing problems within the city (2010, p.268). Many inhabitants of Cairo live in ashwa´iyyat (informal urban areas) (Sims, 2010, p. 95). The informal urban development is a response to the lack of affordable public housing and appropriate economic assistant packages to help the people in need. Furthermore, many people work in informal enterprises. (Sims, 2010, p. 217) Women especially use this source of income, given the flexibility of working hours, providing them the convenience to shift between roles of housewives, income earners and mothers (Mathews et al., 2012, p.5). 7
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1.2 Research methods A primary goal for social scientists is to understand societies and the behaviour of people (Economic and Social Research Council. n.d.). For understanding the work of social scientists it is necessary to distinguish between qualitative and quantitative research methodologies. This has been explained in the following chapters.
1.2.1 Qualitative research methodologies In order to create a better understanding of societes, social scientists need to understand individuals in their way of thinking, behaving, and their feelings within situations. Qualitative research methodologies focuses on the importance of different aspects of individuals’ lives as well as how they understand their own and other people's behaviour. Since qualitative research is descriptive, the researcher gains insight through words or pictures on the process, meaning, and understanding of these different aspects, and how they are perceived by the individuals being evaluated. To analyze these behaviours social scientists use in-depth interviews which may be semi-structured, fully-structured, logs and diaries written by themselves, participant observation, open questionnaire surveys, or the analyzation of pictures to name a few. (Economic and Social Research Council, n.d.) As such, the gathering of the data and information for qualitative research requires fieldwork. The researcher physically goes to the people, setting, site, or institution to observe or record behavior in its natural setting. From the recordings of qualitative research methodologies scientists can create assumptions through exploring. (Zimmermann, 2018, p. 10) Thus the process of qualitative research is inductive, meaning that that the researcher builds abstractions, concepts, hypotheses, and theories from details. The researcher focuses on specific contexts and subjects and permanently extends his or her own knowledge. The newly acquired knowledge allows more assumptions about specific circumstances and thus the whole process can be described as an ongoing circle of generating new assumptions. The overall purpose is to deepen the knowledge about the subject in question and to further understand the reasons and motives behind it. (Zimmermann, 2018, p.10) As qualitative research operates within structures that are fluid and more open than within the quantitative research, the researcher can follow-up interesting answers with additional questions and allow the interviewee to talk freely. 1.2.2 Quantitative research methodologies In comparison to qualitative research, quantitative research involves the use of computational, statistical, and mathematical tools to gather results. The data is often collected through standardized surveys and analyzed through the use of statistics. By using standardized surveys quantitative research aims to measure and describe whole societies, institutions, organizations or groups of people within them. Some of the most common methods for quantitative research are cross-sectional studies to measure how societies are changing, longitudinal studies that follow the same respondents over a defined period of time, opinion polls to measure the opinions of a target population on a specific issue, and questionnaires that collect data in a standardized way. (Economic and Social Research Council, n.d.) By using these methods, researchers follow a deductive approach, meaning that they develop a hypothesis based on existing theory, and then design a research strategy to test the hypothesis (Wilson, 2010, p. 7). 1.2.3. Grounded Theory By using Grounded Theory researchers apply an inductive approach for conducting qualitative research. This theory enables the researcher to understand social patterns and structures of societies and individuals (Khan, 2014, p. 224). In the beginning it starts with abstract concepts to understand the collected data (Zimmermann, 2018, p. 28). From the collected data, reiterated elements can be identified and classified. By using codes, index, categories, or themes the researcher can organize his or her way of thinking about the text or notes. (Gibbs, 2007, p. 12) This categorizes segments of different qualitative data that have the same underlying theme 8
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As such, the qualitative information is more accessible for the researcher to analyze.
1.2.4. SPSS IBM SPSS is a computer software for the statistical analysis in social sciences. With SPSS researchers can understand and develop their own indicators in order to be able to use it for statistical analysis and later on combine the data in SPSS. (Arkkelin, 2014, p. 2-3) 1.2.5 Mayring method
Figure 2: Steps of mayring method After conducting interviews the researcher needs to analyse the collected data. One method for completing a structured content analysis is presented by Philipp Mayring. It is important to identify the interrogating of the analysis as well as clustering the collected data into certain categories within specific topics and statements. The categorising can be done in two ways: A. By categorising in a deductive way the researcher uses the initial hypothesis as a base for the categories. B. By categorising in an inductive way the categories are formulated based on the interviews. A combination of the two ways is possible. After formulating the categorie, the researcher codes the material. The information and statements from the interview are sorted into their respective categories. By using this method the results are comparable and big data sets can be structured. After coding, the gained insights and findings are evaluated, meaning that the statements of the interviewees are interpreted by the interviewer. This helps the interviewer to proof certain statements of the interviewee and also understand difficult texts better by clustering them into specified categories. By using a context analysis the researcher can review the effect and correlation between categories, variables, hypotheses and theories. (ACAD WRITE Experteninterview Inhaltsanalyse Mayring, n.d.)
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Case Study Gaziret El Dahab:
Gaziret El Dahab is an island located at the centre of Cairo. The island is largely dependent on agriculture, making it a green piece of land undisturbed by Cairo’s city lifestyle. The inhabitants move in and out of the island using ferries. The island is informal in its settlement pattern. This has been taken up by EZBET as a site to improve the conditions of the inhabitants in the community. 2.1 Understanding the community and their values In order to understand the community, the following topics were studied in detail: a. Geographic location - given their peculiar location, it played a big role in their day today life. b. Segregation between communities in the island - Although the island is one piece of land, there were different communities from north end to the south end. They had different values and it was important to see the differences. c. Family structure - This was a topic that was of high interest for the team, as explained in the earlier chapters. Thus, it was studied in detail.
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2.1.1 Overview of the Geographic location
Figure 3: Key infrastructure and service outside Gaziret El Dahab. Source: info from all previous report, Author reorganize.
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Since the island is surrounded by the Nile, the inhabitants are separated physically, to access public service, and infrastructure from the mainland. The only transport method to get to and from the island are ferries, which are limited in number and location that the islanders have access to. Some inhabitants own private boats, private ferries, or have connections with the ferry owner which allows them better mobility than other islanders. I: I call the ferry and meet my friends in Ma’adi. Its is very close from here with the ferry. So I go there and come back by 8pm or something like that. If not there is also this uber thing you can call. SA: Uber? You mean ferry uber? I: yes yes some ferries also work at uber. SA: That is so interesting to hear for me. Where I come from there is no uber. I: No this place is well-connected. You have ferries and its very close to the city (for her, being able to afford ‘uber ferry’ or call her private ferry, the island was the perfect place to live it) (Interview 22.01.2019. SHA 02: F1, p.4) However, most of the inhabitants who do not have access to these transport services have expressed that their life has been affected and that there is a need to improve the connection with the mainland. Several people even proposed to have a bridge built that will directly connect Gaziret El Dahab to the mainland. Some islanders even suggested that mobility is the main barrier for the development of the community. The physical segregation also affects the accessibility to public infrastructure such as schools, hospitals, and other public institutions. This has been repeatedly mentioned in the interviews from 2017 to 2019. As shown on the map, most of these essential public services can only be found outside of the island and thus requires the islander to consume considerable amount of their day commuting. Especially housewives spend have long hours commuting when they bring their kids to school and wait until school is finished.
Figure 4: Daily routine of women
Q:Do you want to add more thing on the island? A:School, because the school is too far. And it should build near the Greiziret diet (his favorite playground) then we can play after we finish the class. (Interview 22.01, 2019. YI 02: M1_Map interview, p. 2)
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Q:Do you want to add more thing on the island? A: This place needs a lots of things, School, hospital, garbage car and so on. Bridge for the car and people. A: Garbage car: because there’s garbage everywhere Bridge: because it is more convenient, even this will lead to urbanization it will still be fine for me. I think it is good to developing the island. (Interview 22.01. 2019. YI 04: F2_Map interview, p. 3)
Figure 5 : Major problem in El Izbah (southern) and Bayn El Bahariya (northern) Source: Data from WS1718_PNA 3_report_ANIMAL.Author reorganise.
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2.1.2 Segregation between communities
Figure 6 : Segregation inside the island. Source: info from all previous report, Author reorganize.
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Even inside the island, there are at least three different settlements that are located around the coastal areas, in the northern and in the southern part of the island. Each settlement also has its own community culture, life quality and reactions towards people coming to the island from outside. Q: What do you like most about the island? A: the people are good and connected together and know each other and they don’t harm one another. ( Interview 21.01.2019. E04: F3, p.1) Q: Where are you from? A: I’m originally from outside the island from Minya, I move here recently. Q: What do you like about your community & neighbors? A: I don’t prefer to socialize with my neighbors and I have limited relationship with them to avoid problems, even at feast I don’t bake cookies with my neighbors like all other women do, and I usually prefer buying them. ( Interview 21.01.2019. E05: F3, p.1) At the southern part of the island, where the community is strongly engaged with agriculture and fishing activities, the residents identify the Nile and the rural landscape as important part of their livelihood. Some islanders even show their desires to preserve this quality of public life they share with each other. Q: What do you like most about the island? A: Greiziret diet, because I can do lots of activities there, play different games and swimming in the Nile,,,It is the place that me and my friends gathering. (Interview 22.01.2019. YI 02: M1_Map interview, p. 2) Q:Do you want to add more thing on the island? A:Don’t do anything in here! I like how it is now but this place need change. (Interview 22.01.2019. YI 02: M1_Map interview, p. 4) Additionally, the community services available in one settlement were not widely shared with all the inhabitants. From the interview the team concluded that there is a temporary healthcare center and a school that are located in the clinic zone. However, the islanders from the southern portion of the island were not aware of their existence. SA: Ahh nice. But where is your school? Your aunt mentioned to us a while ago that there is a lack of schools and hospitals on this island. I: Yes there are absolutely no schools or hospitals on the Island. (she didn’t seem to know about the one class school that existed on the Island). So I go to my school which is in Zamalek. ,,,,,,, SA: We were yesterday at this location on this island near the health center which remains closed, we were doing some activities with children there and someone mentioned it. I: What health center. There is nothing like that on this Island. (Interview 22.01.2019. SHA 02: F1, p. 5)
2.1.3 Family structure on the island a.) Family structure on the island From most of the interviews the team noticed a common phenomenon that a majority of the families were multi-generationional. It is common for a male member to have his family merge with his biological family. This was also reflected in the building typology, where floors had been added to buildings to accommodate new family members. Very few single generational families were found during the two day workshop. Her house consists of 2 floor they live in the ground floor and built next of it a house for her brother who will marry and the first floor is roof which they put birds, ducks and chicken. (Interview 22.01.2019. H01: F0, p. 2) 15
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Her house is lived by her family and her uncle, her house is 3 levels. (Interview 22.01.2019. H02: F0, p. 2) According to the previous reports on agriculture and women, men spend most of their time outside the house or even Geziret El Dahab, to bring income to the family. Most of the women spent their whole day in the house and took care of their family members. In some cases, women also helped in the farm or brought more income for the family.
Figure 7: Comparison of women and men’s routine in within the family Source: info from all previous report, Author reorganize.
b.) Women’s role in the family From the interviews and observations, the responsibilities women have and the amount of time they spend in the house made women the most reliable person in the family. Q: What do you love most about you parents and grandparents? A: I love everything about my mother and her cooking and all, about my father I love that he is kind to me and always makes me laugh and my grandfather I love that he takes me out with him to the farm. (Interview 21.01.2019. E01: F1, p. 1) Mario: would you let your future daughter or wife work? Why? A: No, women should be comfortable in their own home, they don’t have to work. They can do some work as long as it is inside the island. However, outside the island it is not permitted. (Interview 21.01.2019. M01: M0, p. 1) Moreover, the interviews and observations suggest that the eldest female member in the family was also the person with the highest authority in the family. Further observations showed that the culture and the society of Gaziret El Dahab has a tremendous amount of respect for their elderly. I notice that the key-lady is sitting there on top of the stairs, surrounded by young women like a queen on a throne. Also the way the stairs lead up to her house reminds me a lot of the pattern-language of city squares with churches or town halls that are somehow lifted one level above the passing by people by stairs. It is a spatial element creating hierarchy, putting a building or its function (and everything 16
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else connected with it) on a higher level. The combination of the wide stairs, the two wing entrance door that reaches up high and is very neat and the way she is sitting there with her “entourage” overlooking everything that is happening is like the dramaturgical enactment of her previously described and experienced role as local leader and key-holder. (Observation 21.01.2019. SI, p. 4) c.) Women’s role in the community Based on the observation, although women devoted most of their time for house chores, they also put considerable energy into getting more services inside the community and developing social ties with other community members. Additionally, some families have lived in the same community for several generations, enabling them to develop stronger ties within the community and influence it. The key-lady says that she helps to raise all the kids in the family. We ask if she likes having so many children and if it is a good thing: She likes it and encourages all her children to have many. It is good because they are everywhere here. (Observation 21.01.2019. SI, p. 5) ,,,that in the clinic area there is one elderly woman who is literally the “key-keeper” to the rooms of the clinics, that she has a large family and has a leader position in this zone of the Island. We ask how she goes to school, alone or with others: The daughter takes the ferry and is always accompanied by one person from the Island. The key-lady formed a mother-organization where every day another woman is responsible for accompanying the children to school and bringing them back. (Observation 21.01.2019. SI, p. 4)
2.1.4 Chapter conclusion Based on the understanding of the family structure on the island, the team concluded that women could influence other people from household to community level according to their reliability and credibility in the family. There is a greater capacity for a family that has a long history in the island to have an effect on the decisions of the community and its development. Therefore, women have the potential to be the key driver to mobilize other community members for community development, raising their awareness towards the common issues they have on the island and some changes that could help to reduce these issues. However, from the interviews it can also be concluded that the main barrier for women to be more involved in the community is the amount of the house chore they have to take care of. Furthermore, among those who were interviewed, majority of men expressed opposition towards their wife developing her own career.
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2.2 Focus topic
Data from the 2017 report on ‘the unseen role of Women in Development’ paved way to the team’s interest along the same direction. However, this report acknowledges the previous data which showcases the value of women in the community and goes a step further in the research process as explained below. 2.2.1 Research Question The team had formulated various questions from prior data which was then discussed with the EZBET team in Cairo for further inputs. Based on the discussion, it was concluded that the women were empowered within the family but not so much within the community. A new research question was developed for the upcoming site study: Research Question: “How can women take a key role in the community’s development?”
2.2.2 Research approach The team had access to two different locations on Geziret El Dahab, one on each day. The research approach was formulated based on the following criteria: - - -
Required data: To understand the intricate details of women’s roles, activities, needs and get to know them. Time: The time period to conduct the study on site was restricted to two days Material availability: The EZBET team was provided with stationery such as papers, colours and tables that could be used on-site.
Given these conditions, qualitative research methods through participatory processes was chosen to be used to conduct the study. Age Male Female Target group: <13 5 10 The target group for this study included: 13-20 5 10 The target group included both men and 20-50 5 10 women to understand the perspective of >50 3 3 both genders on women’s role in the community. 18
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Participatory needs assessment: Day 1: Location: El Azaliyya Various activities were planned to conduct the analysis. Age <13
Male 5
Female 10
Activities planned Drawing What do you want to become? / draw your family and talk about the drawing with the target group to understand it in detail
13-20
5
10
Drawing What do you want to become? / draw your family and talk about the drawing with the target group to understand it in detail
20-50
5
10
>50
3
3
In depth interview with a semi structured questionnaire (can be found in the appendix) In depth interview with a semi structured questionnaire (can be found in the appendix) Plan for real: A map that indicates the most used spaces and active spots in the community Observation: Collection of observations every 1 hour in graphical and written form
For all age groups For all age groups
The questionnaire for the interview focused on topics that helped the team get information regarding their daily life, schedules, family structure, relationship within the family, their likes and dislikes in the community, education, career and their leisure activities. (Detailed questionnaire attached to the appendix) Reflection: Through the process, a lot of information was collected. The information from the interviews were most useful for further research. The drawing exercise helped the team approach the community and gain their trust. However, enough information could not be deciphered from them. At the end of day one, a reflection session was conducted to see if any changes in the research approach could improve the results for day two. A new approach was formulated for the following day. Day 2: Location: El Izbah El Ibliah For the 2nd day, the target group was the same. However, there were separate activities such as drawing, clay play, Origami and physical exercise which was used to keep the kids engaged. This allowed the other members in the team to focus on collecting information from the target groups. The kids who were engaged in activities were also approached by the interviewers while they were participating in the activities. â&#x20AC;&#x2DC;Plan for realâ&#x20AC;&#x2122; - activity mapping also took place separately by another member in the team. This helped the team to not mix up the activities for collection of data and ensured clarity of tasks. Reflection: Day 2 was more successful in data collection. In this approach, the activities could not be used to generate data. Data collection was separate from activities conducted. However, at the end, the team was satisfied with the data collected.
Figure 8: Percentage of women and men been interviewed in El Dahab 19
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2.2.3 Understanding the data
Figure 9: Implementing Mayring Technique
The team used the Mayring technique to understand and categorize the collected data. In addition to the collected data, some interviews from 2017 were also analyzed and taken into account. As a first step, all the interviews and drawings were read and words that appeared in many interviews were marked as key words. Those keywords were used to cluster the collected data into the categories of: - family - education - work - activities on the island - likes and dislikes about the life on the island The categorising was done in an inductive way, meaning that the categories were formulated on the basis of the interviews. After clustering the interviews into certain categories and coding the keywords, the team started to analyze the data specifically for the keywords â&#x20AC;&#x2DC;family and educationâ&#x20AC;&#x2122;. The two categories were picked as they correlate with each other and are a part of shaping the Habitus of the inhabitants. Within the analyzation the team wrote interpretations for the data from the interviews. As a first step all the interpretations from the interviews were collected and written down. This step was followed by looking for certain structures and variables that are inter-related with each other (see picture of the process in the appendix). With this approach the team found out that the role of women is shaped through the family as well as the community structures. There are some desires and limitations in the life of many women of the island. The detailed interpretation can be found in the following chapter of the report.
Figure 10: Overview of the case study 20
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2.2.4 Discussion
Figure 11: Building the outline of interpretations, using analyzed data 21
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Figure 12: Structuring of the subject's evolution
From the interpretations, it was clear that the community in Gaziret El Dahab have a strong sense of belonging to the island. This can be related to the ‘multi-generational’ connection to the island. The families living on the island often mentioned their ancestral roots to the island. This also makes them very close to their neighbours, referring to them as ‘family’ in many cases. Their physical isolation from the rest of Cairo also makes them dependent on one another for everyday life, resulting in a stronger community structure. The people on the island also relate closely to the rural lifestyle, being with nature and distant from the city (however, this also means that newcomers to the island feel excluded).
Figure 13: The island's social and spatial aspects that people like 22
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Figure 14: Family structure
The families were large in size with 3-4 kids on an average. The parents of the male member in the family live in the same house. The sons continued living with their parents after their marriage. The families add floors to their house as the number of family members expand. Close network within the community also encourages marriages within their area and religion. Women hold the central role in the family as they take care of the kids and the household. In general, the men bring the main income to the house. However, there are cases where women work in the farms or sell vegetables to support the family. Irrespective of having jobs, women are always the ones to handle household and take care of their children. They possess high multi-tasking skills compared to men, as they fulfil different roles within their family and community. In some cases their responsibilities in the family restrict them from working. The men are oftenconcerned about the safety of women if they work outside the island. The culture in the community portrays it to be appropriate for the women to be comfortable in the house and handle the household duties while the men work to support the family financially. Men in the community often feel responsible for their wifeâ&#x20AC;&#x2122;s wellbeing which in turn influences their opinion on letting women work, which was seen as a struggle for the women from the eyes of some men. However, many men do limit women who are interested in working especially outside the island due to the community culture. There is also limitation in education for women. In most cases they cannot pursue an education beyond high school. This is a result of various factors, one of the main reasons is the lack of infrastructure to and from the 23
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island. This means that girls are forced to travel in and out of the island on a daily basis, which leads to the next issue of safety. However, it is important to know that the educational qualifications of both the genders were low in the community. Additionally, the communityâ&#x20AC;&#x2122;s culture curbs women to pursue a career as they were seen as members who play the central role in performing household activities and taking care of their children. Nonetheless, men encourage womenâ&#x20AC;&#x2122;s education up to high school as they are responsible for the upbringing of their children. Girls who would like to pursue further education were not supported in majority of the cases. Unofficial marriages at an early age, which were highly prevalent in the island, also brings greater family responsibilities for girls at a young age, and thus makes it hard for them to pursue a career. Women in the community seem to be already empowered within their families, as they hold a central role. Nevertheless, their role in the community has scope for improvement. (The outline and process of interpretation is attached to the appendix).
2.2.5 Limitation of the research data A. Language: There was a risk of loss of information due to translation from Arabic to English from our Egyptian colleagues. The team was dependent on the 2nd hand information during the interviews. B. Questionnaire: The questions asked during the interviews varied from one to another and were not following the same order although the line of thoughts are similar in all the interviews. This makes the information insufficient for any comparative analysis. C. Number: The analysis is subject to the information collected from the sample size available during the site visit. D. Site: The analysis is based on the information collected from a particular site on the island and thus cannot be generalised in all cases. E. Time: The site study was conducted in two days (one day in each site, covering two sites in total). The information was collected from 11 am â&#x20AC;&#x201C; 4 pm only. Thus, the analysis is based on what was observed during this period and who was available to be interviewed at this time. F. Community: 2 communities from different sites in the island were interviewed. However, during the analysis, they were combined to form an understanding. Thus, some statements cannot be generalised. G. Interview: The women were not asked if they were happy with their current roles or if they wished for something else (such as work/ career/ education). Thus, it makes it hard to conclude without their perception of the scenario.
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3 The use of the study/implications
3.1 Conclusion From the study, there was a general consent of satisfaction with the life on the island. Their happiness strived from the sense of belonging to their families and community, as well as from the great nature and peaceful rural lifestyle that was different from the mainland Cairo. However, most of the interviews also showed peopleâ&#x20AC;&#x2122;s frustration about a general lack of basic infrastructure and public services on the island (e.g. health care, water sanitation, sewerage and commercial service). This, again emphasized on the importance of need for community development. By analyzing the interpretation generated from family categories, it was identified that women often were in charge of organizing the everyday life and thus have the power in the background. They fulfilled many duties and had to stretch their roles from being mothers, caretakers of the household, feeding the families, looking after the animals, helping with the agriculture and making sure that the children got educated. Within the interviews and observations, it appeared obvious that their role within the community is important and also seen. However, this level of importance also limits women to have their own career. One of the interviewed women expressed her desire in being a community teacher. Despite her qualification, she had been asked to focus on house chores. On the other hand it should be mentioned that the working men are also very important as they support the families financially. Some interviews also revealed the pressure men receive from the society for being the only income earner. This indicates that the families need to create a balance inside their structure. From the interpretation of the interview questions regarding education, the lack of educational service on the island has become the main barrier for community members to pursue higher education. The long commute to the school outside the island has increased the level of safety concerns, which form a bigger constraint on women. Furthermore, women also have additional limitations from the family structures and traditions and/or mindsets of the community as shown in the previous chapter of the report. These impressions come from the interviews with men and women. Some women mentioned that they wanted to pursue their own career or concentrate on their education more, but only few of them could overcome the challenges. Despite the limits for the women, the interviews also showed changing ideologies among the second generation of women. Many parents mentioned that they want their daughter to pursue higher education. Some girls mentioned that they want to become doctors and that their parents are encouraging them to go to a University. In conclusion, in some families the structures hinder women from unfolding their full potential, but also create their power. Some changes towards womenâ&#x20AC;&#x2122;s role in the family have begun as parents begin to support their daughter to pursue her own career. This shows the potential for women in different generations. For the women who are now empowered in the family, they can use their power and skill to promote some community driven programmes. For the future generations, they could provide the balance in the family structure, men can release themselves from the stress of being the sole income earner and women could have freedom to explore their own career. Finding this balance between these traditional structures and community development takes time as it requires the involvement of all community members.
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3.2 Outlook
3.2.1 Understand other female members on the island In this report, the role of the women and womenâ&#x20AC;&#x2122;s influence towards family and community are only discussed from the role of mother and housewife. It is also important to understand single females on the island, for instance, unmarried women, single mothers, widows and girls. Questions should be asked to discover how their social tie differs from the other women and what kind of hard and soft skills they have which would allow them to contribute and benefit from the community. 3.2.2 The new balance of family structure: gender mainstream in household and community Tlevel From the analysis of the interviews, the team realized that the amount of household duties has become the main barrier for women to have their own career or be involved more in the community. Community lead programs to encourage women to be involved in other activities could be developed based on the current concerns that the community encounters. For instance, a woman who is incharge of the clinic in the island runs a school bus organisation to facilitate women in the community to drop their children to school. Other such programs like 'one-day school' lead by the community members, raising awareness towards water sanitation such as conducting workshops on household waste-water discharge etc could be introduced to empower their role in the community. Furthermore, most of the parents have expressed their desires for their daughters to develop her own professional career. This shows that the community's mindset is gradually changing, realising the need for all family members to adjust their own role in the family as well as their expectation from women.
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REFERENCES ACAD WRITE Experteninterview Inhaltsanalyse Mayring. (n.d.): Retrieved March 8, 2019, from https://www. acad-write.com/mentor/experteninterview-inhaltsanalyse-mayring/ Arkkelin, D. (2014): Using SPSS to Understand Research and Data Analysis. Chu, J., Farruggia, F., Raudonat,, F., & Salihagic, I. (n.d.). (2018): WS1718_PNA3_report_WOMEN(THE UNSEEN ROLE OF WOMEN IN DEVELOPMENT,Rep.).Stuttgart. Darwish, B., Hermann, J. P., Zambrano, J. H., Contreras, U., & Žakula, B. (2018):WS1718_PNA 3_report_ AGRICULTURE( Plant! So you can harvest: A participatory socio-economic case-study in the green lung of Cairo Rep.). Stuttgart. E. (2019, January 19): Overview and introduction of Gaziret El Dahab. Lecture presented at Gaziret El Dahab PNA Workshop in Ain Sham university, Cairo. Economic and Social Research Council. (n.d.): Retrieved March 8, 2019, from https://esrc.ukri.org/about-us/ what-is-social-science/ Gibbs (2007): Thematic coding and categorizing. (2007): G. R. Qualitative Research kit: Analyzing qualitative data (pp. 38-55). London, England: SAGE Publications, Ltd doi: 10.4135/9781849208574 Gouverneur, D. (2014): Planning and Design for Future Informal Settlements: Shaping the Self-Constructed City. Routledge. Martinelli, D., Meorali, A., & Wagner, J. (2018): WS1718_PNA 3_report_ANIMAL(The role of animals on Gaziret El Dahab - Can animals be seen as islanders?, Rep.).Stuttgart. Mathews, G., Ribeiro, G. L., & Vega, C. A. (2012): Globalization from Below: The World’s Other Economy. Routledge. Qualitative research - Economic and Social Research Council. (n.d.): Retrieved March 8, 2019, from https:// esrc.ukri.org/about-us/what-is-social-science/qualitative-research/ Quantitative research - Economic and Social Research Council. (n.d.): Retrieved March 8, 2019, from https:// esrc.ukri.org/about-us/what-is-social-science/quantitative-research/ Sims, D. (2010): Understanding Cairo: The logic of a city out of control. Cairo: The American University in Cairo Press. UN-Habitat. (2013): Streets as public spaces and drivers of urban prosperity. Nairobi: UN-Habitat. Wilson, J. (2010): “Essentials of Business Research: A Guide to Doing Your Research Project” SAGE Publications Zimmermann, S. (2018): Qualitative & Quantitative Research Methods [PowerPoint slides]. Retrieved from https://ilias3.uni-stuttgart.de/goto_Uni_Stuttgart_file_1601795_download.html Interview Interview 22. 01, 2019,YI 02: M1_Map interview Interview 22. 01, 2019,YI 04: F2_Map interview Interview 22. 01.2019,YI06: M1_Map interview Interview 21. 01.2019,E01: F1 Interview 21. 01.2019,E04: F3 Interview 21. 01.2019,E05: F3 Interview 22. 01.2019, SHA 02: F1 Interview 22. 01.2019, H01: F0 Interview 22. 01.2019, H02: M0 Interview 21. 01.2019, M01: M0 Observation 21. 01.2019, SI 27
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Appenddix
1. Posters of literature 2. Questionnaire 3. Picture of the posters in Egypt 4. Interviews 5. Drawings of the kids 6. Map interviews 7. Observations, memo and drawings of interviewers 8. Excel
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1. Posters of literature
Book presentation
Women Poster
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"The unseen role of women in development" report analysis
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2. Questionnaire Questions for children: 1. Whats your daily life like? (Deepen the question: Why? What for? Is there something else?) 2. Whats your mothers daily schedule like? 3. Whats your fathers daily schedule like? 4. How many female members do you have in your family? What do they do? 5. Who helps you with your homework? 6. Who gives you the permission to play outside? 7. Whats your favourite thing about your mother/father/grandmother/â&#x20AC;Ś? 8. What do you want to do when youre older (future)? Questions for young adults: 1. Whats your daily life like? 2. Whats your mothers daily schedule like? 3. Whats your fathers daily schedule like? 4. How many female members do you have in your family? What do they do? 5. Do you want to get married? 6. Who inspires you? 7. If there is a conflict in the streets, who solves it? (decision in the community) 8. Do you think having a job is important? 9. What do you like about the island? What do you like most about it? What do you like least? 10. What would you like to change on the island? Questions for men: 1. Whats your daily life like? 2. Are you married? 3. Whats your mothers/wifes daily schedule like? 4. How many female members do you have in your family? What do they do? 5. Do you have children? 6. Do your children go to school? 7. What do you hope for your boys in the future? 8. What do you hope for your girls in the future? 9. Do you have a job? What do you do? 10. Do you have agriculture? And/or animals? 11. Who helps you with the work of agriculture/animals? 12. Do you like living on the island? 13. Is there anything you would like to change on the island? 14. Do you think what your wife does is important? 15. Could you survive without her? Questions for women: 1. Whats your your daily schedule like? 2. Do you receive any help from others in your daily routine? 3. Are you married? 4. Whats your partners daily schedule like? 5. Do you have children? 6. Do your children go to school? 7. What do you hope for your boys in the future? 8. What do you hope for your girls in the future? 9. How do you support each other in the community? 10. Whats your daily life in the weekend? 11. What does your husband do? 12. Do you have a job? What do you do? 13. Do you have agriculture? And/or animals? 14. Who helps you with the work of agriculture/animals? 15. Do you like living on the island? 16. Is there anything you would like to change on the island? 17. What are the activities that you would like to do? 31
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4. Interviews
ةطساوب ةلباقملا: دومحم ناميا
ل ةلباقملا: رمعلا نم ةعساتلا يف ةاتف
– تنب9 تاونس يف3 يئادتبا, اهدنع3 تاوخأ اهموي: يحصت10 قابطألا لسغ و لزنملا لامعأ يف اهتدلاو دعاست _"اهدعاستب اهتمام "ركاذت_لكأت_اهدحول ةريزجلا جراخ يف ةسردملا حورتو سبلتب حبصلا. اهيف لمعيب ةعرزم هدنع اهدلاوو لزنم ةبر لمعت اهتدلاو. تاناويحلا ةياعرو ةعرزملاب لمعلا يف مهموي وضقيب اهتدجو اهدج. اهتدلاو يف اهبحتب ةجاح رتكأ: ةجاح لكو اهلكأو اهتمام يف ةجاح لك. اهدلاو يف اهبحتب ةجاح رتكأ: رزهيب و نينح اهدج يف اهبحتب ةجاح رتكأ: ةعرزملل اهجرخيب. ربكت امل اهتينمأ: هدك يلع اهوعجشيب اهتدلاوو اهدلاوو ةروتكد حبصت اهنا. موي الو اهنع ينغتست شردقتمو تيبلا يف اهتمام رودب ةساح. اهيب ةطبترم ناكملا يف ةجاح رتكأ: ناكملا جراخ اهتسردمب ةطبترم يه.
Interviewee Interviewer 9 years old Girl Eman Mahmoud Q: Do you go to School? A: Yes, I’m in 3rd Grade. Q: Do you Have Siblings? A: Yes, 3 brothers & Sisters Q: Tell me about your Daily Routine? A: I wake up at 10:00 am, get dressed and go to school outside the island by myself, afterwards I’m back home I have lunch and do my homework, also I help my mother in house chores and doing the dishes. Q: What does your parents & grandparents do for living? A: My mother is a housewife; my father works in farming as well as my grandparents who spend their day in farming and taking care of animals. Q: What do you love most about you parents and grandparents? A: I love everything about my mother and her cooking and all, about my father I love that he is kind to me and always makes me laugh and my grandfather I love that he takes me out with him to the farm.
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Interviewee 10 yo Boy
Women's role in Development
Interviewer Yasmin
Q: Do you go to school? A: yes, I go to school outside the island. Q: Do you help your parents at house chores/work? A: Yes, I usually help my father and mother to feed the animals we own. And at vacation I help my father in his works as he is a freelance daily worker “his father works in plaster work in construction” Q: what do you want to be when you grow up? A: I wish to be a Doctor. Q: what do you like about your parents? A: I love my father more “he feels more attached to his father”
ةطساوب ةلباقملا: ناميا- نيمساي
ل ةلباقملا: رمعلا نم نيعبرألا يف ةديس
• ودغتي اوعجري و نيعاوملا ولسغي وعلطي نيدعب و حبصلا اهزوج رطفتب مألا • شوبستبم ميلعتلا بيست ةزياع شم مادم سب ةعماجلل شولمكيبم مهظعم • ةعبطم يف لغتشيب و نيدتم لجار وه ةراحلا خيش ربتعيب يللا داج ديسل وأجليب ةلكشم لصحتب امل • "ةيمويلاب لغتشيب" لحم هدنع اهزوج • اهضعب ةفراع سانلا و دح يذأيب دح شيفم و ةبيط سانلا • نيومت ةقاطب اهيل سانلا • هاجاتحم ةريزجلا يللا * نرف * نيومت ذفنم * راضخ عيب ذفنم
Interveiwee 40 yo Woman
Interviewer Eman-Yasmin
Q: Can you tell us about your daily routine? A: I wake up early in the morning to prepare breakfast and then head out to do the dishes with my daughters and then back and have lunch and do house chores. Q: Does your Kids have any level of education? A: Yes, but most of them don’t continue till college unless they want to. Q: does the community in the island usually face any troubles and which of the island people is responsible for resolving such issues? A: Yes, there’s someone called Sayed Gad “Sheikh Hara” who usually people refer to as he is a wise od man and known among the people of his wisdom and integrity. Q: does your husband work? A: yes, he owns a small grocery shop, and he works as a daily freelance worker as well. Q: What do you like most about the island? A: the people are good and connected together and know each other and they don’t harm one another. Q: What do you think the island needs? A: a bakery, a government supported supply shop and a vegetables market. Q: Do you feel supported and appreciated among the community, do you sense your role in it? A: Yes, I do feel need and appreciated from my family and neighbors.
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Interviewee Interviewer 30 yo Woman Eman & Yasmin Q: Where are you originally from? A: I’m from outside the island. Q: What is your level of education? A: I finished 4-year institute “High education” Q: Are you married, do you have kids? A: Yes, and I have 3 boys. Q: What do you hope for your boys to become when they grow up? A: I aim that my boys would become a policeman, doctor and engineer. Q: Where do your kids go to school? A: They go to a school outside the island, and my boys are clever and always become top of class. Q: Do you work, or have you ever dreamed of working? A: I don’t work, but I wanted to be a teacher in the one class school at the island but my husband refused as he doesn’t approve of me working any type of work outside the house. Q: Does your kids or husband help you at house chores? A: they generally don’t help much, but at specific occasions like the “Feast, Ramadan, Weddings…” they do help, and also, they may bake sometimes but not very often. Q: What are the things that you think the island needs the most? A: the place here needs a sewage system and a hospital. Q: What is your daily routine? A: I wake up early to pray dawn, then I prepare breakfast for my husband and kids before they go out, I accompany my kids to school then I go back to prepare lunch and rest of house chores. And by the time my kids are back home I help them with homework. Interviewee 50 yo Woman
Interviewer Yasmin
Q: Where are you from? A: I’m originally from outside the island from Minya, I move here recently. Q: Do you have any sons/daughters? A: I have 1 son and 3 daughters, but all my daughters are living with their husbands outside the island in upper Egypt in Minya. Q: What did you dream for your sons and daughter to be? A: I aimed that my son would continue his education but he refused and preferred to work an dropped off from school. Q: Do you or your husband work? A: No, my husband is an old man that can’t work, and I don’t work neither. Q: What do you like about your community & neighbors? A: I don’t prefer to socialize with my neighbors and I have limited relationship with them to avoid problems, even at feast I don’t bake cookies with my neighbors like all other women do, and I usually prefer buying them. Q: what do you think is the most things that the island needs? A: I wish if the island has a Bakery, Sewage system & A hospital.
Interviewer: Mario Mikhail Interviewee: Adult male Q: how many female members in the family? A: Approximately 10 Q: are you married? A: no Q: Do you have a job? A: I work in this shack/market on the island Q: Do you own lands? A: yes Q: would you let your future daughter or wife work? Why? A: No, women should be comfortable in their own home, they don’t have to work. They can do some work as long as it is inside the island. However, outside the island it is not permitted. Q: what about education? Why? A: they should get only basic education in order to raise the children properly. Q: Do you think that the role of women in your family is important? Why? A: yes, of course it is very important. They take care of the family and raise the children. 35
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Interviewer: Mario Mikhail Interviewees: 4 teen / males Q: what do you do? A: we are students Q: are you married? A: no Q: would you let your future wife or daughter work? Why? A: no, that’s the way we live here. Some people on the outside allowed it but we don’t around here. that’s our lifestyle. Q: can they do some work activities inside the island? A: it’s ok if it is inside the island. women can help their husbands in farming or they can sell vegetables in the street. Q: why they are not allowed to work outside? A: they will come late at night. Q: what about education? To what degree? Why? A: they can pursue their education until high school only.
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5. Drawings of the kids
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6. Map interviews
Interview- Mapping 22.01.2019
Interviewer: Yl,SA
Starting time : 1130
End time:1330
Map link:
https://www.google.com/maps/d/edit?hl=en&hl=en&mid=1cugKNZ60oMnu4mJxntS1FbTmJpxq85h5&ll=29.971860769020978%2C31.229586139989465&z=18
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Interview question 1.
Could you tell me where your favorites place on the island is? Why?
2.
Do you want to add more thing on the island? More Bus, ferry, job, animal, farm,,etc, Why?
Nr_01
Q
Could you tell me where your favorites place on the island is?
Women(64)
A
-------
Q
Why?
A
The people are friendly, the place is nice place to be.
Q
Do you want to add more thing on the island? More Bus, ferry, job, animal, farm,,etc,
A
School, Bakery, Hospital, Farm supply, Food discount Boucher. These place could build under the bridge because the land there belong to everybody. It is at the middle of the island so it is easy for everyone to reach.
Q
Why?
A
----------
Nr_02
Q
Could you tell me where your favorites place on the island is?
Boy(9)
A
greiziret diet(?)(Like_01)
Q
Why?
A
Because I can do lots of activities there, play different gam and swimming in the Nile,,, It is the place that me and my friends gathering. Especially when there a fast, more people will gathering there and celebrate, that is the best situation.
Q
Do you want to add more thing on the island? More Bus, ferry, job, animal,
**** He used to live outside the island, then move to here with his parent.
farm,,etc,
A
School Suggest to build the school at point (like_01)
Q
Why?
A
Because the school is too far. if the school build at there then we can play after we finish the class.
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Nr_03
Q
Could you tell me where your favorites place on the island is?
Boy(13)
A
Greiziret Diet(?)(Same as Like_01) The football playground under the bridge which been build few years ago(like_03)
Q
Why?
A
Because that is my favorite playground. Because of the ground surface there is soft which is safer to play over there.
Q
Do you want to add more thing on the island? More Bus, ferry, job, animal, farm,,etc,
A
Fire station and sewerage. And they have to build at the middle of the island because then they can reach both side of the island.
Q
Why?
A
Fire station: because there’s lots of people burning garbage under the bridge which is very dangerous. Some of the fire was caused by un – Extinguished cigarette not garbage-burning. Sewerage: Because the waste water always flood into the farm which contaminate the earth.
Nr_04
Q
5 Girls(15-17) A
Could you tell me where your favorites place on the island is?
--
Q
Why?
A
--
Q
Do you want to add more thing on the island? More Bus, ferry, job, animal, farm,,etc,
A
This place needs a lots of things, School, hospital, garbage car and so on. Bridge for the car and people.
Q
Why?
A
Garbage car: because there’s garbage every where Bridge: because it is more convenient, even this will lead to urbanization it will still be fine for me. I think it is good to developing the island.
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Nr_05
Q
Could you tell me where your favorites place on the island is?
Male (19)
A
My farm land that is facing the Nile
Q
Why?
A
Because it is the place I feel relax. Thereâ&#x20AC;&#x2122;s lots of foreigner, outsider who
** He finish high school and will go to university to study account after his friends finish his high school as well. He is now working on a construction site.
came to this island just to walk around and enjoyed the nature. Q
Do you want to add more thing on the island? More Bus, ferry, job, animal, farm,,etc,
A
A house of mine.
Q
Why?
A
----
Nr_06
Q
Could you tell me where your favorites place on the island is?
Boy (12)
A
The street we have the activities
Q
Why?
A
To riding donkey pass by here.
Q
Do you want to add more thing on the island? More Bus, ferry, job, animal, farm,,etc,
A
Donâ&#x20AC;&#x2122;t do anything in here!
Q
Why?
A
I like how it is now but this place need change.
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7. Observations, memo and drawings of interviewers 21.01.2019 Gezirt al Dahab, Giza, Egypt Event: First workshop day. Interviews with women, observation and a home visit Date/ Time: 21.01.2019;10 am till 3 pm Location: EZBET Observer: Fabienne Description of the event: During the preparations for the workshop the children and women were observing our work. The children were really curios and started coming closer. While Yilin, Yasmin, Mario, Shruthi and Eman were setting up the map and preparing the interviews, Manal and I started painting with the children. We asked them to draw something they liked about their mothers and about living on the island. Many drew the Nile and activities involving the Nile. We asked them questions regarding their everyday life and their mothers (e.g what they like about their mothers, what they do with their mothers, how they get to school, who belongs to their family etc.) to find out the roles of the women on the island. The children were very enganged and it was hard to ask one child at the time a question and write down the answer. I told Manal the questions in english, she translated them to arabic and wrote the notes down on the side of the childrens painting. Later on Mario and I interviewed some elderly women that came to draw with their grandchildren. During all this time some women sat infront of a house oberving the activities in the streets. These women asked me to come inside their house around lunch time. I asked Mario to come with me to translate. First they asked me to take pictures with them and their babies. Later on they invited me to sit down and eat lunch with them. After Mario had left they closed the door and they took of some of their clothing for eating. Although I could not comminucate with them verbally, I could feel a strong connection among them. I sat down next to the oldest women and she was the one that ate first. During all this time she held my hand. She first introduced me to her four daughters, then her two daughters in law and then her grandchildren. Overall there were 13 women (including their children and babies) in the room. Everyone ate from the same big plate and we sat on the ground in a circle. The older grandchildren were in charge of serving the food and the daughters and daughters in law helped each other with the four babies. Only the youngest baby (6 weeks) was the entire time with his mother. Later on I found out that the very young babies are always with the mothers. When the babies are older they take care of them all together. After we ate Yasmin came inside and translated for us. The women asked me questions about the food in Germany, about religion and about my family. They told me that they meet serveral times a week for lunch, but the men are never involved. The oldest women stated that its important that they have their privacy where they can tell each other things. After the meal they opened the door again to let an older grandson inside (approximately 16 years old). In the end they invited me to a tea and it was very important to them that I drank a glass of water. Later on I found out that it was water from the Nile and they believe that people who drink water from the Nile will come back to Egypt. They also said that drinking this water helps the hair and fingernails grow. Interpretation: - Drinking the water from the Nile has a special meaning - Strong bond among the females in a family (Older granddaughters included, grandsons not) - Age led hirachy among the women - Very small babies are only held and taken care of by the mothers
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Women's role in Development
21.01.2019 Gezirt al Dahab, Giza, Egypt Event: Geziret El Dahab Student workshop day_01 Date/ Time: 21.01.2019 / 11:00-15:00 Location: EZBET Observer/ Field note: Yilin Lai
Time
11:00
Place and event
Kids play on the streets. Women carrying walk kids to school, the kids (5-7years old) had school bag with them. They walk to the opposite direction from where we came from.
11:04
Women sitting under the tree on the side of the street and chatting 2 men riding donkey with crop (leave like) passed by. 4 Kids ruining on the street / with their mother(?) 2 girls play beside kiosk.
11:10
Arrived at the community and the event location. One lady with 4 girls at the corner near clinic help Malna to park her car. 6 kids sitting at the stairs in front of the clinic. Observe us Some of them are eating bread One girl (4) passed by and join the other girls who gathered in the other corner in front of the clinic A red moto with carry car passing by and scrape Malan’s silver car. The street is about 5-6 Meter width. The width of the street is irregular.
Field Diary Geziert El Dahab 21. Jan Field diary Doc:Lin
This is the first day we visit the islands We experienced how to use the ferry Which carry car and people in the same time. Just near by the coast of the port, there’s some women washing clothes with their kids. It looks like there are different groups/ family were there. Some young girls washing the clothes by themselves. Some comes with their family. There’s also Lots of kids just here for playing in the water. Then we enter the community, what we saw the first was an open field with some hours located in between. The density get higher when we are more into the center of the Settlement. Two men passed by with donkeys, they put the grasses / crops the donkeys and sit on the top of the pill of grass. But some people have small motorbike with a stroll behind it, they use that for transport the goods as well. This kind of vehicles is about 1.5 meters wide just like how Ezbet research team present in the presentation. The street have open drainage which is tuff with lots of garbage. I am not sure if the water still can passing through. The manhole is open, maybe they do that in purpose so they could clean it. We arrive in the clinic to get ready set up for the workshop. Malna Park her car on the site of the street with the help with a lady from the community. She was happy at the moment. A men drives a moto with the stroll parred by. We try to warm him about Malna’s car but the man somehow didn’t care, he didn’t slowdown the speed and scratch her car. I start to feel the people in this area is a bit selfish and self-centered. Once we enter the Settlement many kids start to follow us. They set in front of the stairs of the clinic and watched us set up and busy. It tools a while to setup, because we are not clear plan and the environment. Everything just made up at that moment. As times went, more people aware our exited and start to comes up as observes. Especially kids and some ladies.
49
PNA WS 18/19
Women's role in Development We officially start around 12:30. There already lots of kids around us and lots of ladies setting outside their house watching then kids who join us. At the beginning of the e experiment is really hard to control the process as we plan. Because of the kids, Youth Isa bit hard to control and do not have much patience to follow the interview and the activities we plan. For our team we also disturbed because we plan 2.3 activities but we didn’t practice beforehand. So things are not went as smooth as we thought. We didn’t have enough people to transfer the language and the community just crowded in front of us. Some young girls they just grabbed our team members and bring to their house. These girls are around 10 to 15 years old. They looks like from the same family that live on the street where we have the intervention. Young girls seems don’t stay on that street or somewhere too far from their house. Maybe that is why they bring us into their house instead of stay with us. The other assumptions for their action maybe they want to show us to the mothers and grandmother. Around In the afternoon around 14:15, I been grapes into the house by one of the girl. All the ladies from that family set at the front of the entrance with a carpet and a tea set. The way they sit shows a hierarchy of each individual. The grandma sit at the right side (from my position) all her daughters set at the left. Some of them was taking care of the babies. It’s very common to sea they have physical violence among each other. Among young kids and their mother to them. But not much between all the ladies. It seems like women reach certain age they only stay at home helping with their mothers.
50
PNA WS 18/19
Women's role in Development
51
PNA WS 18/19
Women's role in Development
52
Women's role in Development PNA WS 18/19
Women carried food, clothes, even cylinders on their head. They are strong and can do long hours of work. Some of them also do argiculture work that requires strength and stamina.
Woman sitting by the entrance - with a watch towards all the women around - like a queen
Younger women who seemed to have the second most authority in the house. Stands there with herhands on the waist, showcasing command over the younger girls
53
Women's role in Development PNA WS 18/19
Women carried food, clothes, even cylinders on their head. They are strong and can do long hours of work. Some of them also do argiculture work that requires strength and stamina.
Woman sitting by the entrance - with a watch towards all the women around - like a queen
Younger women who seemed to have the second most authority in the house. Stands there with herhands on the waist, showcasing command over the younger girls
54
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Women's role in Development
21.01.2019 Gezirt al Dahab, Giza, Egypt Event: Second workshop day - drawing with children Date/ Time: 22.01.2019;10 am till 3 pm Location: EZBET Observer: Fabienne Description of the event: On the second day we were in divided into groups according to activies. Hadeer, Miguel and me prepared the station. This time the children sat down on the ground and we gave them only one pen and one piece of paper at the time. If the children wanted to have a different colout they had to ask us. After a while I was alone with the children. Some of the older girls helped me to give out the materials and understand the childrens needs. One girl in particular took over and showed her organizational skills. The children often drew themselves, their families and mosques. It was different from the day before: On the first day the children often drew the Nile and landscapes. The children were more calm and the older girls looked out for the younger children.
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Women's role in Development
Observation Protocol Event: Geziret El Dahab Student workshop day_01 Date/ Time: 22.01.2019 / 11:00-15:00 Location: EZBET Observer/ Field note: Yilin lai
Field note The young (11-16) on this island have mobile, this may allow then to receive more information form the outside world. In the interview some young girls express her interested for urbanizing the area. Ezbet team: if you build the bridge that directly to connect to the main land/ city. Many car my drive into the community. This will make this area urbanize. Girls: Why not? I think it is fine to develop this area.
Field Diary Geziert El Dahab 22. Jan Field diary Doc:Lin
Today we meet 9:00 at the metro station again. On the metro to the meeting point, we were seating in the female cabinet. There are 3 ladies selling things like mop, shoe Pad, and snacks on the train, There’s also kids join the selling but not quite sure if they are family. They walked back and forth in the cabinet and get off with the crowd of people. I guess they want to stay between the metro stations that have more passengers. Right after we arrived, we go straight to the island. Today we took the ferry at the same port but heading to the other direction. The area we enter seems like a wealthier neighborhood, most of the house there were better constructed in comparison to the area we have visited yesterday. We passing by a corner and Malna‘s car was stuck in the manhole on the side of the road. While we are waiting the accidents to be solved, we noticed there is a pavilion on the side of the field. That pavilion is made out of marble which some of the housing also use this material. That pavilion obsoletely is one of the best open space on the island. However, there’s no kids playing over there only a lady with her kids. It seems like they live close by. I wondered who build this pavilion and why it located at the side of the field not in the center of the neighborhood. On the other side of the pavilion, there’s three wool structure standing kilometers away. Louse told us that are the bird’s house, where they keep the pigeons. The whole skyline looks peaceful and atheists, for me that was the best identity for this island. 56
PNA WS 18/19
Women's role in Development
With the help of the local and luck, we finally keep our journey for today. We arrived at the street which we are going to have the intervention and started to setting up. It is a small market street inside the neighborhood with a grocery store, vendors and a butcher. A dead cow was hanging in the front of the store, people passing by and told the butcher which part they want. This’s is the common life in here, everything is simple, crud but works for all the members. As we appeared people start to be curious and comes out from their house. This is quite different from the other neighborhood. It is common to see women stay outside their house instead seating somewhere inside but nearby the entrance of their house. For instance, a ladies was have a meal with her kids on the side of the street, an old lady strolling and doing grocery. Aside from the facts of this is a commercial street, I feel that women are freer in this neighborhood. The same for the kids, boys and girls are playing together. They are around 5-10 years old. We switch our intervention to two different places, because we first set up at a narrow street which only one 2 donkey’s width. Whenever a moto or the donkeys passing by we been interrupted. Our second spot for the intervention is an open space that is facing the fields. There already have some kids (around 30 kids in the age of 5-10, there’s also 4-6 teenagers in the age of 14-19) playing over there, which we later on have the interview with them. The kids who were playing in that area are used to gather and play together. Everyone knows each other, whenever I ask them where your favorite place in the island is, most of them tell me the same place. Also, the elder kids are taking care and watching the young kids where playing. Some will join the young kids, some just watch from the distance. The kids are more behavior, there no conflict and violence like yesterday. Even the kids are fighting they just have verbal fight without physical contact. The kids and teen are curious about the map that we are presenting and willing to provide as much information as they can to us, especially young boys. Five girls approached us when we were there, they are shy but more confident than the girls I have met from the other neighborhood. They do have to do housework but just hanging around with each other, which is different from the other neighborhood as well. Most of the teenager (13-19) in this neighborhood have cell phone. Some of girls do not wearing transitional clothes but normal outfits. One girls express her interested for new development and make this island urbanized in the interview. In contrast, most of the boy that we have interviewed with have express their satisfaction about the rural lifestyle and even feel proud of it( when they mentioned outsiders and foreigner came and enjoy the landscape of the island) Also the people in here are willing to help others. They observed people’s need and offer whatever they have. When we were preparing for the event, some people from the community just bring out their carpet for us and even helping with the kids and make sure they are behavior. It is very interesting to see how different the metabolism and openness of the 57
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Women's role in Development
people are different from one area to the other. It was a nice day and lots of survey was conducted, I wish Simonna could joying us and see the success of the event.
Description of the event: Description of the location: Green flag
Repeated situations: Girls donâ&#x20AC;&#x2122;t have to stay home and helping with house chore.
Exceptional situations: The teenager in the area we have the second workshop not just curious about outsider but also have influence.
Interpretation: The teenager in this area have more access to the outside world, some girls I have met in this area do not wearing traditional clothes. Also, unlike the female group I have observe from the first workshop. Most of the women have freedom to being out door, they walk freely on the street or around the field. 58
8. Excel LEGEND LOCATION
INTERVIEWEES ( eg. F1: / M3: / U0:) NAMES OF INTERVIEWEES Female Interviewee = F
1) El Izbah El Bahariya 2) Under the bridge 3) El Azaliyya 4) El Izbah El Ibliah
if you find a building with a lot of floors the families in this building are relatives The style of their houses is based on the structure ex if it is from wood it will be one floor or if it is from concrete it will consist of many floors which more than one family are lived in them. Her house is lived by her family and her uncle. Her house is 3 levels "Ahh so you have other siblings. So where does the rest of your family stay? I: They stay in Zamalek or Ma’adi. And I stay here with my grandmother. " her father and mother live in ground floor and her brothers live in the other floors
M:
Work
DM:
Activities and place
AGES OF INTERVIEWEES
Salma
SAL:
Missing and concerns
Unknown = 0 <13 = 1 13-20 = 2
Salamouny
SA:
Female community members
Sibling, family, grandmother Father, mother
House, father, uncle Generations, Grandmother, Grandchild They live in of theyour ground grandchild, 4 generations floor, builtniece, next of it a Nephew, activities house for her brother near the butcher’s shopwho Ancestors, will marry family Ancestors, family, grandchildren She
Families, married
She is the cousin of Rahmah She, cousin Dr. Manal:The women here are the back bone of the island, right or wrong? She works as a farmer in the land. Daughter Women, she, work, farmer in-law: She does everything Mama cooks good food and buys me nice clothes. Mama Mama cooks really good Fish. Drew a picture of the Nile and fish
Mama
I do feel need and appreciated from my family and neighbors.
Family
I love Mama, because I do everything with her. I love my whole family.Drew a picture of a pregnant women.Date unknown, Dr. Manal, gender unknown(age unknown)_picture
Mama, family, women
If the woman gave birth before reaching the mainland that’s it she goes home and doesn’t go to the hospital. The important thing is making sure that the woman is ok then they take care of the child as the mother comes first
Woman, she, mother, home, child
"MA: Do you think that the role of women in your family is important? Why? A: yes, of course it is very important. They take care of the family and raise the children."
Women, family, children
His father is a farmer, He works as a full time in farming he rented agriculture land from its owner.
Father, work, farming, farmer, agriculture
Her father has a land and he rents it to others.He grows: cabbage, cauliflower, molokhaieh, sabaniek, Turnip and potatoes.Some people buy his crops and sale them outside the island.
Father, land, rent, sale
His father sales some of his products and takes the others to his family for their needs.
Father, family, sale
Her father has a land he grow clover ,sokareih feeding for animals ,left, bean, corn The crops growing is different based Father, land, grow in the months’ ex: In summer they grow: sokareihIn the winter they grow clover. Father, work, company, land, farmer, part Father, part time time, agriculture, farmer, Father, work, uncle,job grandfather,
Her father also has a land they grow: onions, lettuce Tout, gawafah, sokareih and Turnip.
work, carpenter, land, part Father, carpenter, farmer, time land Father, grow
.Her father doesn't go all the days to his land but he goes while he wants.
Father, land
Her father and mother work together in the land and she sometimes goes to help them. My mother is a housewife; my father works in farming as well as my grandparents who spend their day in farming and taking animals. What iscare yourofincome resource? B: Before getting too old, I was working in collecting the harvest as I don’t continue my
Father, mother, work, land, she Mother, housewife, father, work, farming, grandparents, Income, working, harvest, animals learning Father, mother, work, land, she She, land, father, brother Brother, family, farm, work, farmer Agriculture, land,
She sometimes goes to her land to her father and also sometimes her brother goes to help him B: My brothers and my family owe a farm and I work as a farmer there We have agriculture land near the mosque. Grandmother and all the family help with the agriculture. Mama feeds the animals. I help my mother to clean the house as well. I also go with Mama to wash the dishes. I bring my bother to the Yes, I usually help my father and mother to feed the animals we own. kindergarten. I always help my mother because she is pregnant. When my brother sleeps I help. With my Dad I go to the I help my mother in house chores and doing the dishes. cafeteria. M: what does your husband do for living? A: he doesn't work right now, but he used to work with iron.
grandmother, family, Father, mother, feed, animal agriculture, mama, animal, Mother, house,house, chores,mama, mother, clean, dishes washland, the dishes, She, father, mother, brother she, brother, dad Husband, work, iron
I am not married so it is ok if I work or don’t work
Married, work
She sometimes goes to her land to Her father and also sometimes her brother goes to help him.
Husband, children
What does your husband do? A: Nothing!! 5: How many children do you have ? A: 5 children.
R:
Wessam
W:
Abdulrahman Mario Fabienne
I: No its not. This is our ferry. We own it. My dad owns the rest house.(she said smiling, and a little proud) yes it’s our Dad, house, she, family, family. My dad and uncle own it. My dad lives in Europe, in Italy and my uncle lives in Ma’adi. So my uncle comes over a uncle, aunt, sister lot. This aunt of mine that you spoke to is their sister. SHA: How often does your dad come back? I: Maybe once or twice a year, it depends on this business routine. He normally comes for business. And sometimes stays in our house in Zamalek with my sisters or here.
Dad, business, house, sister
I live on the Island. I have my family here. I wake up at 6am, have breakfast with my family around 7 and leave the house to meet my workers at 8. I meet them at 8 and distribute tasks and then go back and do my work and sometimes supervise them.
Family, house, workers, work
Mom cleans, cooks, helps her with he homework, studies and shower. After school she helps her mother. Her Dad works in the army, he is gone all day. Her mother is kind and gets them everything they want. Her sister is married and has children (age unknown)
Mom, clean, cook, homework, studies, shower, she, mother, dad, work, army, mother, sister, married, children
M: Apart from schools and hospitals, what are other projects that could be done, do you see masghal for employing girls Girl, women, housework a good idea? A: No as women are busy doing the housework.
A: F:
Eman
E:
Samar
SAM:
Sahar
SAH:
Shruthi
SHR:
Yilin
YI:
Yasmin
Y:
Interpretations
LIFE IN THE HOUSES: The houses are built according to the size of the family and sometimes to the work the family does. Families from different generations live all together with their relatives.
M:How many children do you have ?
Children, grandchildren, daughter
U0: 5 children
Husband, children
What does your husband do? U0: Nothing!! How many children do you have ? U0: 5 children "She has five children and does all the cleaning, cooking, taking care of the animals (feeding and milking). Her step daughter helps her.
She, children, cleaning, cooking, animals, step daughter
"MA: how many female members in the family? Approximately 10
Female, family
SAL: And how many grandchildren do you have ? U2:Ammm, 13 grandchildren they are, the biggest girl of my grandchildren recently passed the middle school
SAL: They all educated?
U2: yes,
Children, educational, middle school, boy, girl, school, married, working
Source/ indicate the quote comes from which interview or reflection (Date, name of interviewer and interview number: 21.01.2019, H:age U0 group of interviewee) gender of and
El Izbah El Ibliah
22.01.2019, H 02: F0
El Izbah El Ibliah
22.01.2019, SHA 02: F3
El Izbah El Ibliah
22.01.2019, H 03: F1 22.01.2019, M 03: U0
El Izbah El Ibliah
22.01.2019, H 03: F1
El Izbah El Ibliah El Izbah El Bahariya El Izbah El Bahariya
09.06.2017,W/A 09: F4
24.05.2017, M/R 05: U0 22.01.2019, H 06: F1
El Izbah El Ibliah El Izbah El Ibliah
22.01.2019, H 01: M1
El Izbah El Ibliah
22.01.2019, SHA 02: F3 09.06.2017, SAL/SA 06: M0
El Izbah El Ibliah El Izbah El Bahariya El Izbah El Bahariya El Azaliyya
22.01.2019, H 06: F1
El Izbah El Ibliah
22.09.2019, M 01: U0
El Izbah El Ibliah
21.01.2019, DM/F: F1_picture
El Azaliyya
21.01.2019, DM/F: F1_picture
El Azaliyya
21.01.2019, E/Y: F3
El Azaliyya El Izbah El Ibliah
22.01.2019, M 01: U0_reflections 22.01.2019, M 01: U0_reflections
DISTRIBUTION OF HOUSE CHORES: The main job of some men is farming. They grow different types of vegetables according to the season. DISTRIBUTION OF HOUSE CHORES: Some men do farming as a side job while working another primary job. Examples of this primary job are working as a carpenter or working in a company.
El Izbah El Ibliah
22.01.2019, M 01: U1
09.06.2017,W/A 07: U0
HOW THE COMMUNITY THINKS OF WOMEN: Mothers health comes first when giving birth. Women are valued since they take care of the family.
Location El Azaliyya
22.01.2019, H 01: M1
21.01.2019, E 01: F1
El Izbah El Ibliah
21.01.2019, MA 01: M3
El Azaliyya
22.01.2019, H 01: M1
El Izbah El Ibliah El Izbah El Ibliah
22.01.2019, H 03: F1 22.01.2019, H 01: M1
22.01.2019, H 05: F1
El Izbah El Ibliah El Izbah El Ibliah
22.01.2019, H 05: F1
El Izbah El Ibliah
21.01.2019, H: U0
El Azaliyya
22.01.2019, H 02: F1 22.01.2019, H 04: M1
El Izbah El Ibliah
22.01.2019, H 06: F1
El Izbah El Ibliah
22.01.2019, H 03: F1
El Izbah El Ibliah
22.01.2019, H 05: F1 DISTRIBUTION OF 21.01.2019, E 01: F1 HOUSE CHORES: 09.06.2017,W/A 09: F4 Some women help 22.01.2019, H 05: F1 their husbands or fathers with their 22.01.2019, H 06: F1 farm. In some 09.06.2017, W/A 03: F3 cases the whole Date unknown, DM: F1_picture family works together on the 21.01.2019, E: M1 farm. 21.01.2019, E 01: F1 22.01.2019, H 06: F1 DISTRIBUTION OF HOUSE CHORES: 24.05.2017, M/R 05: U0 There is also a 22.01.2019, M 04: M0 number of jobless men. 24.05.2017, M/R 05; U0
El Izbah El Ibliah
El Izbah El Ibliah El Azaliyya El Izbah El Bahariya El Izbah El Ibliah El Izbah El Ibliah El Izbah El Bahariya Unknown El Azaliyya El Azaliyya El Izbah El Ibliah El Izbah El Bahariya El Izbah El Ibliah El Izbah El Bahariya El Izbah El Ibliah
DISTRIBUTION OF 22.01.2019, SHA 02: F3 HOUSE CHORES: Part of the community works outside of the 22.01.2019, SHA 02: F3 island.
El Izbah El Ibliah
El Izbah El Ibliah 22.01.2019, SHA 02: M3 DISTRIBUTION OF HOUSE CHORES: 21.01.2019, DM/F: F1_picture Women do the housework, whether they have an extra job or not. 24.05.2017, M/R 01: U0
SAL: How long have you lived here? Since i was born.S:Do you live in families? Yes I have 3 brothers and we'll live here Family, brother, children with our children. How many children do you have? 3 children M:What does your husband do? U0: Nothing!!
COLOUR CODE
MA:
family, uncle, house
Their house is near of their land they had goats at their roof house and donkey in their corral but they sold their donkey because made generations a load of herare father and because of that her father borrows hergrandchild uncle's donkey he needs DM: Howit many here? The great grandmother, this here is the of yourwhen grandchild? 4 it
learning. Her father and mother work together in the land and she sometimes goes to help them
Rahma
Key Words( dont't add it for Themes all the quote yet, only do this Families, Relatives analysis for our key focus Family aspect) House, family
Husband, family
land. His father works as a carpenter and he works as a farmer in his father 's land.His father is the owner of the land.
Family Education
My El Samra
Father, mother, brother Children, grandchildren, house, husband
Her father works at a company and after finishing his work he goes to his land (works as a farmer as part time). Some of their father’s work as part time in agriculture or as a farmer when they finished their work or when they are in the of their jobs. and he has a land (works as a part time), Her uncle and her grandfather work in the Her holidays father works as main a carpenter
H: SHA:
Dr. Manal
Her father and mother live in ground floor and her brothers live in the other floors Whom do you live with? B: With my children and my grandchildren we all live in this house, my husband is dead and I don’t take his wages because the routine governmental procedures. "R: Do you live in families ? Do you live near to each other? I got married and came here 35 years ago, when I was 16 years old, now I have 55years old."
you live? B: With my family and my grandchildren." What she does is important to us and I can’t live without her in any day.
TOPICS
Male Interviewee = M:
DM: Are you living with your husband’s family? The Women: Yes
generations? The grandmother: yes Her house consists of 2 floor they live in the ground floor and built next of it a house for her brother who will marry and the first floor is roof which they put birds, ducks and chicken Oh yes, we heard about this. My nephew and niece were just at your activities near the butcher’s shop. "How long have you been living here? B: I was born here; it's our ancestors' land. Do you live in families? B: Yes all our familyare lives hereAnd withhow each other in ELGZIRA." "How you? long have you been here?: Fine, many years ago, my ancestors own this land.: With whom do
Hadeer Shaharin
CODES FOR INTERVIEWERS
Unknown gender = U:
21-50 = 3 >50 = 4
Quote of the interview
INTERVIEWERS
NUMBER OF FAMILY MEMBERS: The majority of people have 5-6 children. The number is growing including grandparents and other family members living in one house.
El Azaliyya
El Izbah El Bahariya
09.06.2017, SAL/SA 06: M4
El Izbah El Bahariya
09.06.2017, SAL/SA 06: M4
El Izbah El Bahariya
24.05.2017, M/R 05: U0 21.01.2019, MA 01: M3
El Izbah El Bahariya Unknown
21.01.2019, MA 01: M3
24.05.2017, M/R/SAL 05: U2
El Azaliyya El Izbah El Bahariya
grandparents and quotes that show other familyin an interest members living pursuing higherin one house.is five education
"DM: How many children do you have? Daughter in law: I have 5" Would you let them continue? Old man: Yes, god willing I am married and I have a 13 month old baby.
Children, daughter-in-law Willness for pursue higher education Married, baby
The grandmother: the church. Wegohave daughters married (to men from)inchurch region. R: how old are youYes U2:15; R: do you to school U2:yes, insallah; R: good, what year U2: grade 9; 5: do you want to stay in school U2: yes, insallah; are you going to continue until college U2: yes, insallah; R: what do you want to study in college U2: engineering; R:had that's good,but what in engineering do we youcan want to study U2: The grandmother: Yes, we hervery wedded shefield is still two years until (document the petroleum marriage) She is young.
Grandmother, daughter, School, men grade, college, married, study, engineering Grandmother, wedded, she, marriage School, work, uncle Family, school, college, She, married doctor, engineer, pharmacist School, study, college, doctor
R: how do you spend your time when you are not in school U2: I work R: what do you work U2: I work with my uncles SAL: does family Old go to school theytoreach college U2: what did they SAM: Is sheeveryone going to in getyour married? man: It's U2: up toyes her, SAL: if shedo wants get married, I'll letyes her5 doSAL: so. I'm always there study for her U2: in alldoctors, ways. " engineers, pharmacist M: and during school time what do you do U2: I come from school and study R: do you want to continue until college U2: yes R: what do you want to study U2: I want to be a doctor Do you have good relationship with your neighbors? We all live here as one family, if there is a wedding or funeral we all atten M:And how many grandchildren do you have ? U2:Ammm, 13 grandchildren M: They all educated? U2: yes, they are, the biggest girl of my grandchildren recently passed the middle school Do you have good relationship with you neighbors? All people here have a very good relationship with each other regardless; religious, if I have wedding all people to come M: are your the children in schools and the girlsI invite in Gezira generally? yes, interrupted by (C) the girls are in the schools and some reach till High school Do you have good relationship with your neighbors? Of course we live like one family. M: Do they go to school? U2: Yes, the elder one is in the third preparatory, and my daughter is going to the fourth primary. M: Are you intending to let them continue? U2: Yes, I want them to continue, and my husband too. M: Even universities?A: I hope so. A: My son really wants to complete his educational stages. W: How do you spend your day? I wake up at the morning and go to my farm in the tribal bank then return back to my home in the eastern bank, seat with my family or my neighbors, then, I sleep to start a new day MA: what about education? To what degree? Why? M2: they can pursue their education until high school only. DM: And she raises the children and drive kids to school, what do men do? Daughter in-law: men only work
Family, neighbour Grandchildren, educated, girl, middle school Neighbour Children, school, girl, high school School, prepatory, Neighbor, family daughter, primary, husband, universities, son, educational,Willness for pursuehome, higherseat, education Farm, family
Children, educational, middle Ancestor, children school, boy, girl, school, married, working
"How arehe you? And long No have Fine, years ancestors thisolder land.: With who whom do N: Does goes to how school? notyou yet.been Nexthere?: year will be many his first yearago, into my school. He hasown three sisters are you live?enrolled B: With in myschool. family and my grandchildren." already
Ancestors, family, School, sister grandchildren
W:How old are you? ancestor's land.
Ancestor
W: Have you been here since long time? So long time, this land is my
Ancestors, family
I finished 4-year institute “High education” I don’t work, but I wanted to be a teacher in the one class school at the island but my husband refused as he doesn’t approve of me working any type of work outside the house
High education Work, teacher, school, husband, working, house
MA: you let wife or daughter work? A:want no, that’s the way we Some on my the her would son mocks thatyour shefuture can only wash dishes and sheWhy? doesnt her daughters to live feel here. like that. - I people will make
Son, she, wash work dishes, Wife, daughter, daughter, study, college
outside allowed but we don’t around here. that’s our lifestyle. daughters studyittill college
MA: can they do some work activities inside the island? it’s ok if it is inside the island. women can help their husbands in Work, women, husband, farming, sell farming or they can sell vegetables in the street. Does your husband approve of your daughters studying? yes he does, but it doesnt matter. I will make them study Husband, daughter, study Do you think your daughters should work? They can if it is necessary for the family. They should listen to their husband. Daughter, work, family, husband If the husband doesnt mind, its ok . But not late at night He live they outside thediplomas island, then here with his parent. Oldused man:toYes, have and move schooltocertificates. The youngest one whose name is Sarah finished till the Bachelor degree. S1: Are you talking about your daughters or your grandchildren? old man: My daughter. SAM: Is that your wife? Come here ma'am! S1 and S2 are waving to the old woman, and she waved back. Old man: Yes (smiling), she is just embarrassed a little bit.
Diplomas, school, Parent certificate, daughter, grandchildren Wife, woman, she
Her mother helps her withFarm her homework School, Bakery, Hospital, supply, Food discount Boucher. These place could build under the bridge because the land there belong everybody. It is at the middle islandago so that it is easy to reach. But where is your to school? Your aunt mentioned toof usthe a while therefor is aeveryone lack of schools and hospitals on this
Mama, homework No School, Bakery, Hospital, Farm supply, Food discount No School, aunt Boucher
DM: Are you learning English? The grandmother: NoDr. he Manal: wouldn’tSoknow Daughter in-law: Her elder sister is in the university. there are girls that continue their education? Daughter Yes but They don’tin-law: have Kotab (annot oldeveryone. education system where children would learn to read and write)
island.
Who help you in your homework?: No one.
Learn, English girl, Sister, university, education Kotab, education, children, learn, read, write Homework,No one.
Mario: what about education? Why? (women) A: they should get only basic education in order to raise the children School,Because the school is too far. Suggest to build the school at point (like_01) properly.
Education, high school, women no School.far
Do you educate your children? An education, with a high quality also. Butsister's there are no schools on the island, right? it.No, is not. My daughter got married and regretted Shethere divorced and applied to an institute. Now she is remarried to a guy who approves education.
Children, education, no schools Sister, daughter, married,
What are thebuild problems in Gezira? no sanitation, schools or hospital if the school at there(his favoritethere play is ground) then weno can play after we finish the class.
No School play School,
after we finish School,Because the school is too far.what if theare school at there(his favorite play do ground) then we canfor play M: Apart from schools and hospitals, otherbuild projects that could be done, you see masghal employing girls No School, School, playwomen, class. athe good idea? No as women are busy doing the housework. housework
Where go to Gizahouse school outside GZIRA. I wakedo upthey around 6. school? I live in this (she said,EL pointing at the house behind her) and I walk around a little bit in our front garden, and then have breakfast with my grandmother and aunt. I then get ready for school and go to school around we need730. a hospital and a school. schools can be built not for me but for the small kids like my brothers and sisters so they do not have to go out to attend school The children are left together and no one is there with them. They collect one another and play together.
High school, university, study, working, construction no School, study outsde the island House, walk, have breakfast, grandmother, aunt, school No School, kid, brother, sister Children,play together
Mama or Dad to school Well, there arebrings manyme problems, for instance, there no schools, hospitals nor many other services are provided.
Mama, dad, school no School
He finish high school and will go to university to study account after his friends finish his high school as well. He is now working on a construction site.
Anyone could come to the island after (...) started working. Before this, we would not worry about our children staying Old man: there is no sanitation, schools. The thing is the village lacks everything. Even the educated inhabitants had a School, level of Working,moderate children, house late outside houses, we all knew eachother. moderate level of education. No one cares, who can we appeal to?! We elected President Abd EI-Fattah EI-Sisi, and he education,lack of support did nothing. from goverment What does your husband do? Nothing!! Do you see it as a big problem? Of course, we all here are willing to build a school inside EL GZIRA and we can How many children do you have ? 5 children cooperate and collect money to do so but we need governmental support.
PERCEPTION OF THE ISLAND: There are 4 quotes, saying the interviewees have been living here for aTwo longtimes time the and this women are able is their ancestors' and willing to land. pursue higher education (after high school). Only one-third of the quotes express that woman should not HUSBANDS' attend higher ON PERCEPTION education, with WOMENS some being limited EDUCATION AND to middle school. WORKING Some parent encourages their daughter and assist them with homework. Some women sustain themselves to achieve higher education because they think it is a way to enhance their quality of life. The people who think women don't need higher education think this because they think women should focus on the house chores and take housewife as their future career.
she, institute, guy, education
Yes there are absolutely no schools or hospitals on the Island. (she didn’t seem to know about the one class school that existed on the Island). So I go to my school which is in Zamalek. F3: I go to school, study there, eat something and then come back around 12 back home. SHA: And then? F3: I then School, study, home, sleep for a bit. And wake up, work on my homework or sit with my grandmother. She normally invites other people from no homework, School, grandmother, she the island to come over for coffee in the evening. So sit with them and talk to them. I like to do that. she, invite, coffee, talk No I entered for a month or two and then left school then started in the Kotab (A local system of tutoring reading and School, Kotab, reading, writing) and spent 4 or 5 years there writing R: What problem do you face in Gezert El Dahab? There should be a school and hospital No School
Husband,5 children No School, williness,lack of support from goverment
no School, Farmer, sellcan not build the school,Goverment
Her Dad works on the Nile So where is the school of your children? ELZAHRAA School in ELMAADI, a governmental school as we are illiterate they don’t children an experimental M3: No noaccept not allour of them. Theinseeds come fromschool. Netherlands. And we grow them here. The owners of the company’s
Work children, School, governmental school, Grow, company, illiterate agricultural engineers
are agricultural engineers so they know a lot. Here there problem is one thing they are scared for the girls too much. Dr. Manal: The girls? But you are in cairo even M3: I live on the Island. I have my family here. I wake up at 6am, have breakfast with my family around 7 and leave the the girls you are scared for? Yes in cairo but when they cross the nile at night house to meet my workers at 8. I meet them at 8 and distribute tasks and then go back and do my work and sometimes supervise them. I go to school outside the island by myself Adult male: I work in this shack/market on the island She goes to school by herself Mahmoud works as a carpenter. SAM: Do they go to school? No education. DM: What you because doing near Maadi? SAH: Why?are Is that there are no schools here and you don't want them to go out? Yes, it is useless because anything possible he will get lost as he doesn't understand anything. Life here is different than there, there is ifWorking anyonein come out El-Gezira DM: Day day workinside you mean? In which field,inconstruction for aninexample? 300 meters between and outside. M and M by are working in a gardening company the greenhouses the island and sometimes in the greenhouses in Anything construction, sometime wood work Maadi andsometimes Dar El Salam. Do they go to schools Yes, outside El GZIRA. Do you find it safe to go school by EL MAADIA? Of course not, because His father is a farmer,He works as a full time in farming he rented agriculture land from its owner after passing the Nile there is EL MAADI CORNICH road and in the other side EL BAHR EL AZAM road and these roads are fast works to feelas safe in. Hertoo father a carpenter and he has a land (works as a part time), Her uncle and her grandfather work in the land Is there any missing services here? Of course, first of all there is no school, our children used to go through ELMAADIA His father works carpenter and he as the a farmer his father 's land,His father is the owner of the land. some of them diedasinathe Nile or died as works crossing streetsinoutside Her father at a company and after finishing degree. his work he goes to his land (works as a farmer as part time) So you areworks educated? Yes I have a bachealor In what field? It is a bachealor degree of law. Her father also has a land They grow: onions, lettuce Tout, gawafah, sokareih and Turnip His father is a carpenter so And what is your job? I work as a contructer. he works as a part time in the land and after finishing his work he works in his land and also in holidays How do you go to school? I go to school by MAADIA. he owns astage smallare grocery shop, he works as a daily freelance worker as well. In which you? In thirdand primary.
Girl Family, breakfast, worker, task, work, supervise School Work, shack/market She, school work, carpeter No School, education, Construction, wood work safty issue work, gardening, company, greenhouse Father, farmer, School, outsidefarming, el gzira, agriculture, landfrom the not safe,traffice raod Father, carpenter, land, work, part time, uncle, grandfather no school, children, safty Father, carpenter, farmer, issue land Father, work, company, famer, part degree, time Bachealor law, job, work, contructer Father, land, carpenter, work, part time, land, work, land Grocery, work, daily School, primary, freelance worker police officer
What abouthas youra grades? is very Her father land andIthe rentsgood. it to others Why do youcabbage, go to school? To learn, to be a police officer.Turnip and potatoes.Some people buy his crops and sale them Father, rent, grow He grows: cauliflower, molokhaieh, sabaniek, Ioutside want tothe be island a doctor and my parents encourages me to study well to become one. Doctor, parent, study father IHer wish to be doesn't a doctorgo all the days to his land but he goes while he wants
Father, land Doctor
My son works in the hotel club as an assistant. He mocks her that she can only wash dishes and she doesnt want her
I aim that my boys would become a policeman, doctor and engineer. daughters to feel like that.
Son, work, assistant, Policeman, doctor, he, she, wash dishes, daughter engineer
am not married so it is okand if I work ormy don’t work agree. I dont know II want to become a doctor I hope parents
Married,parent work Doctor,
Man: I am studying printing
Study, printing
06.06.2017, DM: SAM/SAL 04: M4 21.01.2019, M0_picture 22.01.2019, M 01: U0 22.01.2019, M 01: U0 24.05.2017, M/R/SAL 03: U2 24.05.2017, M/R/SAL 03: U2 24.05.2017, SAM/SAL M/R/SAL 03: 06.06.2017, 04: U2 M4 24.05.2017, M/R/SAL 04: U2 09.06.2017, W/A 07: U0 24.05.2017, M/R/SAL 05: U2 09.06.2017, W/A 08: F3 24.05.2017, M/R/SAL 03: U2
09.06.2017, W/A 09: F4
El El Izbah Izbah El El Ibliah Bahariya Unknown El Izbah El Ibliah El Izbah El Bahariya El Izbah El Ibliah El Izbah El Bahariya El Izbah Izbah El El El Bahariya Bahariya El Izbah El Bahariya El Izbah El Bahariya El Izbah El Bahariya El Izbah El Bahariya El Izbah El Bahariya El Izbah El Bahariya El Izbah El Bahariya El Izbah El Bahariya
21.01.2019, MA 02: M2, M2, M2, M2 09.06.2017, W/A 07: U0
El Azaliyya El Izbah El Ibliah
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El El Izbah Izbah El El Bahariya Bahariya
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El Izbah El Bahariya
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El El Izbah Izbah El El Bahariya Bahariya
22.05.2017, Y-MA01 09.06.2017, W/A 09: F4 21.01.2019 E/Y: F3 21.01.2018, E/Y: F3
El Izbah El Bahariya El Azaliyya El Azaliyya
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El El Azaliyya Izbah El Ibliah
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El Azaliyya
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El Izbah El Ibliah El Izbah El Ibliah
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El Izbah Izbah El El Ibliah El Bahariya El Izbah El Bahariya
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El Izbah Azaliyya El El Ibliah
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22.01.2019, SHA 02: F3 22.01.2019, YI 01: F4_Map interview 22.01.2019, M 01: U0 22.01.2019, M 01: U0_reflections 09.06.2017, W/A 09: M1 21.01.2019, MA 01: M3 22.01.2019, YI: M1_Map interview 22.05.2017, 22.01.2019, Y-MA01 MA/SHR: F3, F1, F1, M1
El Izbah El Ibliah El Izbah El Ibliah El Izbah El Ibliah El Izbah El Ibliah El Izbah El Bahariya El El Ibliah El Izbah Azaliyya El Izbah El Bahariya El Izbah El Ibliah El Izbah El Ibliah
22.01.2019, SHA 02: F3 22.01.2019 M 04: M0 22.01.2019, SHA 02: F3 24.05.2017, M/R 05: U0
For most of the children (both boys 24.05.2017, M/R 02: U0 and girls) school life 22.01.2019, YI 02: M1_Map interview is an important part of their daily routine. It also 22.01.2019, YI 02: M1_Map interview fosters social integration with the children inside and outside the island. 22.01.2019, M/R YI 04: interview 24.05.2017, 01:M2_Map U0 Half of the quote relates to education 09.06.2017, SAL/SA 05, U3 have expressed that Geziret El22.01.2019, SHA 02: F3 Dahab is limited to 22.01.2019, M/R/SAL M 01: U0_03, reflections education services. 24.05.2017, U2 The main reason is 21.01.2019, DM/F: F1_picture 06.06.2017, SAM/SAH: U3 that there's no school on the island these increases are not the which 22.05.2017, Y-FA03 related toand education distance the risk of going to 06.06.2017, SAM/SAH 04: M4 school. ( Safty for 24.05.2017, M/R 05: U0 girls and the risk of 09.06.2017, SAL/SA 05: U3 a traffic accident.)
Educational, no school, There aren't any educational classes here? We don't have schools, only small place sometimes teachers come and give temperary teachers, lessons to children. lesson, children Did youisdo anything to solve this problem? Yeswe wesell have a piece of land to build the school on but the There a cooperation with other farmers and ourdonated productswith outside government didn’t accept to sign the papers.
22.01.2019; M/DM 01: F3
24.05.2017, 03: U2 09.06.2017, M/R/SAL W/A 07: U0
Education, high schools, She, raises, children, drive, who are they? school, men, work
M: Are your children educated? and for anyI educational level? All of themland. stopped at the middle schoolYes M: boys and How long have you been here? Long time, was born here it is U2: my ancestor's Do you have children? they are Girls or Girls living with meonly ? U2: All of them R: They want to leave the school or you force them? U2: they are all failures, after they finished the girls got married and the boys are working SAL: "How long have you been living here? I was born here; it's our ancestors' land. Do you live in families? B: Yes all our family lives here with each other in ELGZIRA."
I’m 70 years old
times more than those that show no interest in reaching a higher degree (college). The MARRIAGES: majorityarrenge of the People people ( both unofficial weddings women and men) for girls at a young believe that age. -The higher education community associates with a supports marriages better certain quality areas fo life within and could help and religions. them or their second generation to achieve the RELATIONSHIPS career they want. WITH The people who NEIGHBOURS: only finish to high According 3 school or a lower interviews, degree quit see school neighbours due toother marriage each as (women) the family andorcare work at a low skilled about one another. job.
El Izbah El Ibliah El Izbah El Ibliah El Izbah El Bahariya El Izbah El El Izbah El Ibliah Bahariya
El El Izbah Izbah El El Ibliah Bahariya El Izbah El Ibliah El Izbah El Bahariya El Izbah El Ibliah El Izbah El Bahariya El Izbah El Ibliah El El El Izbah Azaliyya Bahariya El Izbah El El Izbah El Bahariya Bahariya El Izbah El El Izbah El Bahariya Bahariya El Izbah El Bahariya
09.06.2017, SAL/SA 05: U3 21.01.2019, DM: M3_picture 09.06.2017, SAL/SA 06: U0 21.01.2019, DM/F: F1_picture
Half of the quotes show that men are the main people who work and bring income in for their family. Most of them work in farming, freelance construction and carpentry. Only some of them work in other occupations outside the island or have their own businesses (two out of seventeen). Onethird of them work part-time as a farmer and have another job to bring multiple incomes in for the family. One extreme case mentions that a man doesn't need to work if he has no family. The number of quotes that show an interest in pursuing higher education is five times more than those that show no interest in reaching a higher degree (college). The majority of the people ( both women and men) believe that higher education associates with a better quality fo life and could help
El El El Izbah Azaliyya Bahariya
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El Azaliyya El Izbah El Bahariya El Izbah El Ibliah
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El Izbah El Ibliah El Izbah El Ibliah
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El Azaliyya El Azaliyya El Azaliyya El Izbah El Ibliah
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El El Izbah Izbah El El Ibliah Bahariya
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El Izbah El Ibliah
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El Izbah Izbah El El Ibliah El Bahariya El Izbah El Ibliah
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El Izbah El El Izbah El Ibliah Bahariya El Izbah El Ibliah El Izbah El Bahariya El Izbah El Ibliah
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El Izbah Azaliyya El El Bahariya
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El Azaliyya Izbah El Ibliah El
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El Izbah Izbah El El Ibliah Ibliah El
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She said that they sale individuals and some of their sales abroad the island but they may participate together in case of She, sale, grow there are many crops like wheat and they sale together the same crops which they grow They sale their products to the traders who sale them inside their island.
Sale, product, trader
They fish from the Nile and they take some of them to themselves and sale the others outside the island
Fish, sale
One-fifth of the quotes mentioned that the whole family is involved with working and contributing to the income of the household. Most of them are full-time farmers and sell their crops. Only one family works as fishermen and fisherwomen.
Her father has a land he grow clover ,sokareih feeding for animals ,left, bean, corn The crops growing is different based Father, land, grow, feeding, in the months’ ex: In summer they grow: sokareihIn the winter they grow clover.They don't sale their products but they animal,sale, product take them to themselves Her father and mother work together in the land and she sometimes goes to help them My mother is a housewife; my father works in farming as well as my grandparents who spend their day in farming and taking care of animals. She sometimes goes to her land to Her father and also sometimes her brother goes to help him
Father, mother, work, land, she, farmer, part time Mother, housewife, father, farming, grandparent, farming, animal She, father, brother
Do you think your daughters should work?
Daughter, work, family, They can if it is necessary for the family. They should listen to their husband. If the husband doesnt mind, its ok . But not husband late at night
Does your husband approve of you working? Yes, he does. it is only within the island
Do you work?
I am a homemaker, it is not work . I do hairstyling during ocassions like marriages
MA: Does you want your wife to work? No, i dont want her to work. Your sisters can work, not wife. MA: why they are not allowed to work outside?
they will come late at night.
MA: can they do some work activities inside the island?
it’s ok if it is inside the island. women can help their husbands in farming or they can sell vegetables in the street.
MA: would you let your future wife or daughter work? Why?
Husband, working Work, homemaker, work, hairstyling, marriage Wife, work, sister
Work Work, women, husband, farming, sell
no, that’s the way we live here. Some people on the outside allowed it but we don’t around here. that’s our lifestyle.
Wife, daughter, work
The lady gets snacks and makes lupin beans in her home and sits infront of her home to sell them to passer bys for extra money. She does that while finishing other house chores (When we sat with her she was doing the dishes in two different containers.
Lady, sell, money, house chores, sat, dishes
I don’t work, but I wanted to be a teacher in the one class school at the island but my husband refused as he doesn’t approve of me working any type of work outside the house
Work, teacher, school, husband, work, house
Son: 1 sister works outside the island in the market. It is safe as her sister accompanies her. She works between 8am - 3
pm.
And she raises poultry, pigeons, geese and ducks
Raise
Daughter, job, secretary, work
old grand ma who sell cow’s milk together
Grandma, sell
Some of their father’s work as part time in agriculture or as a farmer when they finished their work or when they are in the holidays of their main jobs.
Father, work, part time, agriculture, farmer, job
Yes it happens when farmers have two adjacent farms with same type of veggie or fruit their sell it together and profit 50% ; But the trust is the condition to do this
Farmer
has a farm and work another job (officer, electrician, ), has no farm and has a job outside the island
Farm, work, job, officer, electrician, farm, job
The morals from the rural areas are better. I love the island and I would like to move here. My wife does not want to leave the country side
Morals, rural areas, country side, wife
The people are friendly, the place is nice place to be.
Friendly, nice
the people are good and connected together and know each other and they don’t harm one another.
Good, connected, dont harm one another
Because it is the place I feel relax. There’s lots of foreigner, outsider who came to this island just to walk around and enjoyed the nature.
Relax, walk around, nature
My farm land that is facing the Nile,Because it is the place I feel relax. There’s lots of foreigner, outsider who came to this island just to walk around and enjoyed the nature.
Farm, land, relax, nature
SHA: It looks like you spend a lot of time on the Island. Yes I do. Sometimes I go out or sometimes I invite my friends here. Some of them like it here, because it is so quite and Go out, invite friends, quite, green green. Very different from Cairo.
Don’t do anything in here! I like how it is now but this place need change.
Anything, like how it is now
What you like about the community and Why? The street that the workshop taking place.(Green flag). To riding donkey pass by here.
Street that the workshop taking place, riding donkey
No this place is well-connected. You have ferries and its very close to the city (for her, being able to afford ‘uber ferry’ or Well-conected, close to the call her private ferry, the island was the perfect place to live it) city
Greiziret Diet(Same as Like_01) The football playground under the bridge which been build few years,Because that is my favorite playground. Because of the ground surface there is soft which is safer to play over there. Do you play? No, I dont play but I hang out in the holidays outside in the park. We also play football during the feast since everyone will be inside and not see us play. We also play foot in water in the nile if the school build at there(his favorite play ground) then we can play after we finish the class.
Women can work outside the island if there's no safety concern. Only oneninth of the quotes (five quotes) show that women can work, half of them work for a small business inside the island. Only two of them can work outside the island and only one is fully independent without any constraint. Two women express that they have their own career and being independent is important.
Sister, work, she
My daughters should have a good job like a secretary etc. She can work outside the island and should be independent
Greiziret diet,,, Because I can do lots of activities there, play different games and swimming in the Nile,,,It is the place that me and my friends gathering. Especially when there a fast, more people will gathering there and celebrate, that is the best situation.
More than onefourth of the quote shows that women have limitations in having their own career. Most of them can not work because their family thinks that women have to take care of the family. Some women can work if the job is inside the island due to safety concerns outside of the island. Part of the people think if women have to work it is a result of them being poorly treated, even if the women is well educated and have the capacity to pursue and a good career.
Play, games, swimming, gathering, fasting, celebrate Football, playground, ground surface is soft
Play, hang out, football
School, play ground, play, class
Greiziret diet(Like_01) Because I can do lots of activities there, play different games and swimming in the Nile,,,It is the place that me and my friends gathering.
Activities, play, games, swimming, gathering
The children are left together and no one is there with them. They collect one another and play together.
Children, play
I go to school - help mom in household activities- study
go to school, help mom in household, study
So I go to my school which is in Zamalek. Our manager takes me there.
Go to school,
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agriculture does not 21.01.2019, H: U0 provide enough income famer can 21.01.2019, H: U0 cooperate if they build trust with each People have 21.01.2019, H: U0 other multiple sources of income
Activities and place
WHAT PEOPLE LIKE IN THE ISLAND: One person thinks that morals are better in rural areas. There are 2 more quotes supporting that idea by describing people in the island with the words nice, friendly, good, connected and not harming one another. According to 3 quotes, people like the nature in the island and its being quiet so they also mention that it is a nice place to relax. There are 3 quotes talking about the spatial sides people like in the islands. One person says he/she likes everything on the island. One person says that it is nice that the island is wellconnected with the city. Lasty one child says that he likes the islands because there is so much activities to do on the island.
FREETIME ACTIVITIES CHILDREN DO: According to one quote, when women work the children take care of themselves. According to quotes from children, the freetime activities they do are: hanging out, playing football, playing on the playground, playing games and swimming.
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22.01.2019, MA/SHR: F2 CHILDREN'S DAILY LIFE: There 22.01.2019, SHA 02: F3 are three quotes explaining the daily life of children.
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CHILDREN'S DAILY LIFE: There are three quotes explaining the daily life of children.
Go to school, study, sleep, I: I go to school, study there, eat something and then come back around 12 back home. SA: And then? I: I then sleep for homework, sit with a bit. And wake up, work on my homework or sit with my grandmother. She normally invites other people from the island grandmother, inviting to come over for coffee in the evening. So sit with them and talk to them. I like to do that. people, coffee, talk to people Breakfast, dishes, take Woman: Daily activity: Prepare breakfast - do the dishes - take my kids to school - prepare food - bring the kids back kids to school, prepare Go to sleep (no leisure time) food, bring kids back wake up, house, walk I wake up around 6. I live in this house (she said, pointing at the house behind her) and I walk around a little bit in our around, having breakfast, front garden, and then have breakfast with my grandmother and aunt. I then get ready for school and go to school grandmother, aunt, go to around 730. school DM:The women here are the back bone of the island, right or wrong? She works as a farmer in the land. Daughter inlaw: She does everything
Women, she, work, farmer, land, everything
DM: And she raises the children and drive kids to school, what do men do? Daughter in-law: They only work
She, raise, children, drive kids to school, men, work
The woman: They have a big room in front of the big mosque there the Bahary Mosque for women to pray My: Yes we prayed there before? I: I call the ferry and meet my friends in Ma’adi. Its is very close from here with the ferry. So I go there and come back by DM: Do you have any 8pm or something like other that commercial activity or this is what you do every day? The woman: No this is it, it is small
WOMEN' DAILY LIFE: According to the quotes, what women do daily can include: all the house chores, taking care of children and working whereas mens only chore is working. WOMEN´S SOCIAL LIFE: According to one quote, the mosque is the only social place for some According to one women.women no quote, longer bake bread at home.
Women, pray, commercial activity Call the ferry, meet with friends in Ma'adi, come back
The grandmother: All the people now depend on the queues (for getting government-subsidized bread)
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Missing and conern
The grandmother: No, No midwives! I am telling we are underprivileged .. No midwive no nothing
no midwives (lack of health facilities in case of emergency situations)
SHA: We were yesterday at this location on this island near the health center which remains closed, we were doing some activities with children there and someone mentioned it. What health center. There is nothing like that on this Island. Nah there is nothing like that. I haven’t seen anything like that.
We also have a few interviews regarding the infrastructure and service that the islanders think is important to them. Aside from education, the top concern is health care, water sanitation, sewerage and commercial service (grocery and farm supply) One quote has mentioned the lack of social integration between the newcomers and the existing dweller of the Gezerit ElDahab.
This place needs a lots of things, School, hospital, garbage car and so on. Bridge for the car and people. Garbage car: because there’s garbage every where Bridge: because it is more convenient, even this will lead to urbanization it will still be fine for me. I think it is good to developing the island. School, Bakery, Hospital, Farm supply, Food discount Boucher. These place could build under the bridge because the land there belong to everybody. It is at the middle of the island so it is easy for everyone to reach. I wish if the island has a Bakery, Sewage system & a hospital. Fire station: because there’s lots of people burning garbage under the bridge which is very dangerous. Some of the fire was caused by un –Extinguished cigarette not garbage-burning. Sewerage: Because the waste water always flood into the farm which contaminate the earth. Yeah, we at our house buy the water from the outside. And we drink that. Some people on the island sometimes drink from the Nile directly. Which is very bad. They should not be doing it. It can cause some stomach problems.
a bakery, a government supported supply shop and a vegetables market.
I don’t prefer to socialize with my neighbors and I have limited relationship with them to avoid problems, even at feast I don’t bake cookies with my neighbors like all other women do, and I usually prefer buying them.
M: Apart from schools and hospitals, what are other projects that could be done, do you see masghal for employing girls a good idea? No as women are busy doing the housework.
Woman bake cookies together Women seen as too busy doing the housework to take on a new role
El Izbah El Bahariya 24.05.2017, M/R 01: U0