HerMainY Training Toolbox by AEGEE-Europe

summary Introduction the workshops 1. gender and SOGI 101 2. gender role in professionsÂ 3. Â exploring the gender pay gap 4. language sensitivity 5. suppression techniques I 6. stand against power suppression techniquesÂ 7. introduction to gender mainstreaming 8. Gender mainstreaming in communication and language 9. Gender mainstreaming in visual communication 10. Gender mainstreaming in interpersonal communication 11. Gender mainstreaming in leadership 12. Gender mainstreaming in your local 13. Brainstorm on how to make an event inclusive 14. Training methodologies from a gender perspective 2

P.6 p.10 P.13 P.16 P.20 P.24 P.29 P.34 P.38 P.41 P.45 P.54 P.57 P.60

introduction HerMainY is a project by AEGEE-Europe that focuses on gender mainstreaming in the field of communication. Through the project, AEGEE-Europe aims to provide youth organisations with a handbook and easy to use resources to implement gender mainstreaming practices. To achieve this aim, the project is funded by the European Youth Foundation of the Council of Europe. In March 2020, a Training for Trainers was organised in Moscow, Russia, which was attended by fifteen youth workers with a basic knowledge of and interest in training practices and gender-related topics. Through a series of different workshops, brainstorms and reflections taking place over the course of a week, the training equipped them with a series of competences, knowledge and skills necessary to implement gender mainstreaming measures in communication at all levels in local organisations. Between April and June, the youth workers disseminated their newly-gained knowledge within AEGEE-Europe by organising training sessions on the basics of gender and gender mainstreaming. After this introduction, the sessions focused on different specific aspects (HR, social media, interpersonal communication, leadership and decision making, organisational structure, event management). At the end of the training, an action plan was presented with a series of steps to take in order to put the acquired tools into practice.

The Training for Trainers and this toolbox was possible thanks to the work of the two trainers Alejandra Piot and Viola Bianchetti, both former board members of AEGEE-Europe and with significant experience both in non-formal education and gender mainstreaming. Also special thanks to local organizers Olga Zemlyakova and Valeria Lavrentyeva that welcome the core team of HermainY and the participants in Moscow. The Projects Director of AEGEE-Europe Hanna Alajõe and project coordinator Eleonora Ceschin have done a great work to assure the creation, coordination and monitoring of each of the past and future phases of this project. The core team and the trainers have decided to create a Toolbox with workshops outlines, both from the training for trainers and from the participants themselves. The aim is to have a first material outcome of this project, and to make available the work done till now by the participants and the trainers. The workshops contained in this toolbox are specific and touch different aspects of gender mainstreaming, both in the theory (gender and SOGI) and in the practice (how to implement gender mainstreaming practices in youth NGOs). Therefore this toolbox targets trainers with a basic knowledge of the topic of gender and SOGI.

The Toolbox consists of 14 workshop outlines. For each Workshop the following specificities are provided: Duration MaterialÂ needed Number of participants Aim Learning Objectives Extensive description SomeÂ workshop contains additional resources. Eleonora Ceschin, Project Manager of Hermainy

gender and sogi 101 duration materials

60 minutes dixit cards, moderation cards with concepts and definitions, tape

number of pax aim objectives

10 - 20 Participants get familiar with the different terminology participants get to know different terms related to gender mainstreaming and SOGI (Sexual Orientation and Gender Identity) and are capable of explaining them in their own words by the end of the session

opening a safe space Before the session, the trainer explains that the following session will tackle topics related to gender, gender inequalities, and gender discrimination. These topics can be sensitive to participants in the room. General rules of thumb during the session: Everyone can leave the room if they start feeling uncomfortable with the session. Everyone can express their needs and feelings regarding the session. The information and opinions shared by the participants during the session should stay confidential. Everyone should behave with respect and care towards each other.

introduction - why - 15 minutes Ask each participant to pick a Dixit card that represents the concept of gender for them. Then each participant shows their card and gives a short explanation. In this way, the participants understand that gender is a complex concept and can have different connotations.

Explanation - What - 30 minutes Give cards with concepts and others with definitions to the participants. It's their task to match each concept with its definition. They have about 10 min for that and they need to work as a group, organising themselves as they prefer. The definitions can be taken from https://eige.europa.eu/thesaurus. You can select about 20 concepts from the suggested list in the annex, or make your own selection. After the participants are done with the task, go through the concepts and see if they were properly matched. Also, give participants time to think again about the concepts and let them ask questions. You can also ask comprehension questions (i.e. whatÂ´s the difference between

concept A & B? How would you put it into your own words? Do you agree with this concept? What concepts are missing?) Small hint: let them put the matching cards on the wall or put them on the floor. Important is that everybody can see and read them!

Practice - How - 10 minutes Participantsâ&#x20AC;&#x2122; activity time is up. They sit in a circle, one person has the deck with the concept cards. First round (2 minutes): one person draws a concept card and starts explaining it to the rest of the team. The team needs to guess the concept as fast as possible. When the team makes a guess, a person from this team passes the deck with the concepts to a person on their side. When the time is up, you count how many definitions were guessed. Second round (2 minutes): same game, but the person giving clues can use only one word to make the rest of the people guess the concept. Third round (5 minutes): same game, but the person giving clues needs to mime the concept without using words.

Reflection - What if - 5 minutes Solve the remaining questions and allow participants to comment on the session if they wish.

Annex: Suggested concepts discrimination against women empowerment of women equal opportunities for women and men gender equity feminism(s) gender gender bias gender gap gender identity gender mainstreaming gender norms gender roles gender stereotypes gender-based violence gender-sensitive heteronormativity indirect discrimination intersectionality masculinities - femininities multiple discrimination parity democracy queer sex sexism sexual harassment sexual identity sexual orientation

gender roles in professions duration materials

75 minutes Beamer, laptop, speakers, internet (or downloaded videos), papers & pens

number of pax aim objectives

10 - 20 Create awareness on how gender roles affect different professions The group of participants realise their own perceptions on professions related to a specific gender. The group of participants understand why they associate certain professional roles with certain genders.

Introduction - Why - 10 minutes In this activity, the participants are divided into groups, and each group is assigned a different profession. Choose professions that are traditionally associated with certain genders, e.g. primary school teacher, firefighter, taxi driver, nurse. In the groups, participants discuss and write down which characteristics they believe are needed for the profession they were assigned to on a piece of paper.

Explanation - What - 20 minutes The trainer shows this video to the group. After the video, ask participants to reflect on what they wrote and what they saw in the video, and if they find any relation (example: were they thinking about a specific gender while writing that characteristics? Are the characteristics they wrote downlinked to specific genders?). Give them a few minutes to think about it individually.

Then, mention the different professions that the participants were working on and have a discussion with the whole group about gender stereotypes and professions: Do you (unconsciously) associate certain professions to certain genders? Why do you think it is so? Do you think some professions are more suitable for men or for women and why? What do you think is preventing women (or men) from entering professions traditionally associated with the other gender? And why is this a problem?

Practice - How - 30 minutes Participants return to their initial groups and write a job advertisement that is gender-neutral and not specifically targeting one gender to apply. They have 15 minutes to do so. They should think about not only explicit indications (e.g. pronouns) but also the adjectives and terminology used. Afterwards, each group presents the job advertisement and the rest of the group gives feedback.

Reflection - What if - 15 minutes Facilitate a reflection: Did this session help you reflect or improve your understanding of gender stereotypes related to professions? Why do people generally associate certain professions with certain genders? How can you make people in your surroundings change their mindset? How can we change the mindset of society in general? What needs to be done for that?

Exploring the gender pay gap duration

60 minutes (can be extended if you need a longer debriefing)

materials

Prepared cards with the "roles", prepared paysheet, candies or tokens

number of pax

10 - 20

aim

Raise awareness and have an open discussion on inequalities in employment

objectives

Participants are aware of and reflect on the gender pay gap

IntroductionÂ - 20 minutes Trigger warning: before the play the trainer announces that participants are not obliged to participate in or watch the play if this makes them feel uncomfortable. Also, participants are free to leave at any moment if they feel uncomfortable. The participants go outside of the room and the trainers explains that they take part in a little role play in which they will have to go to work. The trainer gives to each participant a piece of paper stating: Their gender (woman, man, transgender, genderqueer, non-binary etc) Their age Their task (this should be something easy and repetitive which can be done in the training room, e.g. writing on a flipchart, moving the chairs, tidying upâ&#x20AC;Ś) You should give the same task to different people. When they enter the room the role play starts and participants start doing their task. After five minutes, the trainer announces that the working day is over and everyone gets paid. The trainer gives to the participants candies/tokens according to a pay sheet prepared in advance. Example of a pay sheet: Task: moving chair (basic) Pay for a middle age man: 6 Pay for a middle age woman: 5 Pay for a young man: 4 Pay for a young woman: 3 Pay for a middle age non-binary person: 4 Pay for a young non-binary person: 2

It's important that participants see how much the others earn. At the end participants are asked to leave the room without commenting/saying anything about their “salary”. Outside the trainer tells them that they should get out of their role (shake it off with a bit of movement or other technique). Then they are asked to enter the training room again and make a circle.

Debriefing - 30 minutes Invite participants to reflect on their experience and make the link to the real world.The general order of the debriefing should be: 1. Feelings (how do you feel about the situation/what just happened?) How did it feel to receive more (or less) than other workers although everyone did exactly the same tasks? 2. Facts (What did you observe in the situation?)Why did some receive more (or less) than others? 3. Findings (What did you realize during the situation or right now?) Does this sort of discrimination happen in your community or country? Can different pay for the same job, when done by a man and a woman, be justified? Why? Why not? When? What if a man does a job better than a woman? Is that reason enough for paying the woman less? If a man is more qualified does it follow that he should be paid more? Do you think there are jobs that should be done exclusively by men/women? Why? Why not? If yes, which jobs? 4. Future (What can you take from this experience?)Do you think that the practice of affirmative action (or positive discrimination) can be justified in order to change social attitudes?

Language sensitivity duration materials

60 minutes Printed handouts with the quiz, pens, one flipchart prepared in advance, Sticking tape

number of pax

6 - 16

aim

Reflect on language from a gender perspective and learn how to use gender sensitive language

objectives

Participants reflect on language from a gender perspective Participants can identify gender discriminatory language Participants can identify alternatives to gender discriminatory language

Introduction - Why - 10Â minutes First, introduce yourself and explain the aim of the session.Then, divide participants in groups of 2 to 4 persons. Ideally you should have 3 to 4 teams in total.You hand out a copy of the quiz to each team (see annex). They should answer the questions as fast as possible (without googling). The team that finishes first gets one extra point

Explanation - What - 20 minutes You go through each question and ask the participants what they think is the right answer. Let participants discuss for some minutes before writing down the correct answer. If needed, give some extra information. Take 5 minutes to discuss the last question (which words do you connect to which gender?): Why do you think you answered in that way? What does it tell about your image of different genders? Do you think language influences the way we see different genders?

Practice - How - 15 Uncover a flipchart with three sentences: Hand in his application She is bossy The new chairman should be on time Discuss: What do these sentences imply? Are these sentences problematic? Why? Ask the participants to formulate these sentences again in an inclusive way. Write the alternatives on the flipchart with another colour.

Reflection - What if - 15 minutes Facilitate a debriefing: What did you learn during this activity? How did it make you feel about the way you use language?Â Ask each participant to mention one linguistic expression, word or sentence which they commonly use and that is gender discriminatory. Ask them how they can change it.

annex quiz 1.Which country has the least amount of women in their parliament in 2019? a) Papua new Guinea b) Japan c) Haiti Bonus point: How many percent?______________ Answer: Papua New Guinea, Micronesia, Vanuatu and Yemen all had 0 women in their national Parliaments in 2019. 2.Which country has the most women in their parliament in 2019? a) Sweden b) Ruanda c) Island Bonus Point: How many percent?_______________ Answer: Rwanda (61%). Sweden has 47% and Iceland 38%.Â Rwanda mandates that 30% of seats in the national parliament should be reserved to women. 3.Who makes better decisions? a) Same gender groups b) Mixed gender groups c) They make equally good decisions Answer: this is disputed. Many studies point out that mixed gender groups perform on average better. 4.How many years on average spend women aged 30 in school? Hint: for man it is 10 years. a) 3 years b) 6 years c) 9 years Answer: 9 yearsÂ 5.Which words do you connect to which gender?handsome, pretty, beautiful, strong, independent, chairman, chairperson, chairwomaneveryone man woman

Power suppression techniques duration materials

80 minutes Markers, flipcharts, beamer, cards with roles for role play

number of pax

9- 15

aim

Participants learn how to apply a gender lens to power

objectives

Participants learn about the five master suppression techniques participants reflect on how to counteract the master suppression techniques so as to avoid that oppressed groups are excluded from positions of power.

Introduction - Why - 30Â minutes The trainer introduces the session and the exercise: the workshop is about power suppression techniques, i.e. mechanisms used by those who hold power to avoid others getting into power. Power suppression techniques are used against any oppressed group, not only women but in this exercise, we will refer mainly to women. The session will start with a role-play where each participant will have the role of a person who holds power or is denied power. What happens during the role play should be separated from the personalities of the participants. If anyone feels uncomfortable with their role, they can leave the activity at any point. Divide participants into groups and give them a scenario card in which some people hold power and some are oppressed. Each group takes a different space in the room (or goes to different rooms if possible) and acts out the situation. Make sure that participants have time to switch roles so that each participant can be both in a dominant and oppressed role.

Practice - How - 15 Examples of scenarios (you can invent more and vary the number of characters to fit your group): There is a couple (a woman and a man) with one male friend of the man. They are having a conversation and the two men are always interrupting the woman when she tries to speak. At work, two women and one man (who is the boss). One of the women is making a presentation of a project that she has been working on and the boss is making fun of it as he doesn’t think it’s good enough. Once the role play is over, do a fun energiser to shake off the roles and change the atmosphere. Then, discuss what has just happened and how participants feel about it. They can also share if they have ever been in a situation where they felt in a similar way.

Explanation - What - 20 minutes The participants are shown this and these videos on master suppression techniques. The trainer asks participants if they have questions and gives clarifications. Then ask the participants: What could people in the video have done to counteract power suppression? Can you think about other examples of how to counteract power suppression techniques?

Practice - How - 15 Ask one group to volunteer to act again one of the scenarios. The rest of the team also participates (e.g. if it is a scene at the restaurant, they can be other friends or the waiter) and can intervene if they want. This time, the person who is oppressed needs to use some counteracting techniques.

Reflection - What if - 15 minutes Participants can share their perspectives, and how they felt in the exercise in comparison to the beginning of the session. They can discuss everything that has been told during the session and ask questions.

Stand against power suppression techniques duration

75 minutes

materials

5 flipcharts, moderation cards, tape

number of pax

10 -20

aim

Participants get familiar with the power suppression techniques.

objectives

Make participants understand power suppression techniques and what they can do to counteract them.

Introduction - Why - 15Â minutes The trainer asks two volunteers to act out a small role play. The two participants sit in front of each other. The trainer asks one to tell the other person what they did yesterday. The other person needs to behave in a manner to clearly indicate that they are completely uninterested in what they are saying. After one minute, the trainer stops the exercise and asks to repeat the exercise, but now the second person needs to act in an attentive and empathetic manner. Once the role play is over, the two volunteers â&#x20AC;&#x153;shake offâ&#x20AC;? the role and go back to the group. Ask all participants: What happened? What did you observe? How did it make you feel? Does this happen also in your life?

Explanation - What - 20 minutes The trainer explains that this session will be about power suppression techniques. Power suppression techniques are mechanisms used by those who hold power to avoid others getting into power. They can be informal structures of conscious, unconscious behaviors and societal norms manifesting in actual behavior (words, body language, looks, tone of voiceâ&#x20AC;Ś). In the room, there are 5 posters with the names of the 5 power suppression techniques (without any definition or detailed explanation). Participants are given moderation cards with different examples of power suppression techniques (see appendix). They need to work together to match the examples to the 5 posters (sticking them with tape).Â At the end of the exercise, the trainer checks if the matching is correct, discusses any doubt that participants may have, asks for questions and clarifications.

Practice - How - 30 minutes The participants are divided into 5 groups and given one power suppression technique. They need to come up with ideas on how to counteract each power suppression technique. They write their ideas on the flipchart. Give participants 15 minutes for this task. Each group has 2 minutes to present the counteracting techniques which they came up with. Participants also have the opportunity to ask questions or ask for clarification to the group or to the trainer.

Reflection - What if - 10 minutes The trainer asks the participants: What do you think about this session? Did you learn anything new or reflect on something? Do you think the counteracting techniques you proposed are realistic? What are the obstacles to counteract power suppression? What can we do to support each other in counteracting power suppression?

Appendix: power suppression techniques Making invisible: Being interrupted Credit for ideas Unequal speaking time Withholding information: Document sharing When meetings are held When and where work-related topics are discussed Appeal to ridicule: Making fun of peopleT opics are made fun of Complaints are not taken seriously Double bind: Too nice and nurturing = too weak to lead Too directive or assertive = unlikeable Blame and shame: Blamed as the problem for bringing up a problem Shaming for not following the norms

Introduction to Gender Mainstreaming duration

90 minutes

materials

5 flipcharts, moderation cards, flipcharts sticking tape, markers, projector, laptop.

number of pax

10 -20

aim

Introduce the concept of gender mainstreaming and make participants understand its relevance.

objectives

participants understand that gender affects every area of life Participants understand that in order to achieve equality it is necessary to tackle every aspect of everyday life and societyÂ Participants connect these observations to the concept of gender mainstreamingues and what they can do to counteract them. 29

Introduction - Why - 10 minutes Ask the participants to think about a situation, a domain or a field where gender is irrelevant, i.e. where your gender does not affect the way you behave, the way people treat you, your opportunities, choices and decisions. Have a short discussion within the group.

Practice - How - 45 minutes Divide the participants into groups of around 4 people and give each of them a different topic (for example leadership and politics; workplace and working relations; health and wellbeing; family and private life; etc). Each group needs to discuss what gender equality means for them in that area and make a drawing on a flipchart to represent what they discussed. Participants should be aware that the flipcharts need to be self-explanatory. After 20 minutes the trainer stops the exercise and asks the participants to hang the flipcharts in the room. Participants walk around and look at the different flipcharts. They can leave comments or observations on post-its. After 10 minutes, the trainer stops the exercise and briefly goes

through the different flipcharts, reads the comments, and asks if there are questions or clarifications.

Reflection - What if - 15minutes Participants sit in a circle. Each participant shares the main takeaway or something that they found particularly interesting from the previous exercise. Then, the trainer facilitates a short discussion.

Explanation - What - 20 minutes The trainer gives a presentation of what is gender mainstreaming and presents different examples of how it is employed in a policy context.Â Official definitions: https://eige.europa.eu/gendermainstreaming/what-is-gender-mainstreaming. Examples: https://eige.europa.eu/gender-mainstreaming/good-practices After the presentation, the trainer asks if there are questions or doubts. The session closes with some reflection questions: Can you think about any examples of gender mainstreaming in your local context, e.g. in your city, in your university, in your job? Can you think about one context where gender mainstreaming is missing, from your experience? What are the consequences?

Appendix: Further resources EIGE: Resources on Gender Mainstreaming (https://eige.europa.eu/gender-mainstreaming) The queue for women's toilets is a feminist issue (https://www.theguardian.com/commentisfree/2019/nov/14/queueladies-loo-feminist-issue-public-toilets?fbclid=IwAR1uO N2_C8R0NyyvAkNPkhbcuCC5QhxbEssxud7CZ86kOSPUSAB_pYJKT4o) Misogyny, meet hypocrisy: Climate deniers go after AOC, Greta Thunberg with sexist attacks (https://www.salon.com/2019/08/30/misogyny-meet-hypocrisy-climatedeniers-go-after-aoc-greta-thunberg-with-sexist-attacks/? fbclid=IwAR1t2BvG_y_VgLPtyPYXOOSLDpO9csb6so9WiwwT100opHMlkLy HdJfh4uc) Women are beautiful, men rational (https://news.ku.dk/all_news/2019/08/women-are-beautiful-menrational/?fbclid=IwAR1fXauPKOaKbNjzYyn8coqegKRHN9zRpbQmXjz3sG2OZPqIQ2HCExxEGI) Pension gender gap exceeds pay gap in US and Europe: study (https://www.politico.eu/article/pension-gender-gap-exceeds-pay-gap-inus-europe-world-economic-forum-study/) Tampon tax( https://www.lunette.com/blogs/news/what-is-the-tampontax) Ellen Degeneres on the Pink Tax (https://www.youtube.com/watch? v=VvKmgTpBff0)

Appendix: Further resources Huge Gender Disparity in Cancer Research Funding in U.K. (https://www.the-scientist.com/the-nutshell/huge-gender-disparity-incancer-research-funding-in-uk-64404) Only six countries in the world give women and men equal legal work rights (https://www.theguardian.com/globaldevelopment/2019/mar/01/only-six-countries-in-the-world-give-womenand-men-equal-legal-rights? CMP=fb_gu&fbclid=IwAR13XAa3TB2tkIG4XKvF4oulBdAnQ7tG2yNhIVX4zE LziYfVP-d-jsyl0s0) What Do We Mean When We Say “Toxic Masculinity?” (comic) (https://thenib.com/toxic-masculinity/?fbclid=IwAR2k2YvJYX_JcigXK4eZNtlT0yu1W4NQ4tESNObjcbzFCoAANhkyKIWFmU) Gender equality is not a ‘women’s issue’ – it’s good for men too (https://www.theguardian.com/commentisfree/2019/mar/08/genderequality-not-womens-issue-good-men-too) Books: Caroline Criado Perez - Invisible Women (https://www.penguin.co.uk/books/111/1113605/invisiblewomen/9781784706289.html) Video (https://www.youtube.com/watch?v=C6vAoD3HA9I) Movie: I am not an easy man (https://en.wikipedia.org/wiki/I_Am_Not_an_Easy_Man)

Gender mainstreaming in communication and language duration

60 minutes

materials

dixit cards, printouts of the text for the practice, projector and laptop or flipcharts

number of pax

10 -20

aim

Participants understand how to apply the concept of gender mainstreaming to communication and language

objectives

Participants know the difference between gender discriminatory, gender blind and gender sensitive language Participants understand the different types of gender discriminatory language and can recognise them Participants know how to use gender sensitive and/or gender neutral language. 34

opening a safe space

Before the session, the trainer explains that the following session will tackle topics related to gender, gender inequalities, and gender discrimination. These topics can be sensitive to participants in the room. General rules of thumb during the session: Everyone can leave the room if they start feeling uncomfortable with the session. Everyone can express their needs and feelings regarding the session. The information and opinions shared by the participants during the session should stay confidential. Everyone should behave with respect and care towards each other.

Introduction - Why - 15 minutes The trainer asks each participant to pick a dixit card that represents for them the concept of communication. Then each participant shows their card and gives a short explanation. In this way, the participants understand that communication is a complex topic and can mean many different things. Then, the trainer asks the participants what is the most common form of communication they can think of. If they naturally answer language, the trainer can make a nice link to the rest of the session.

Explanation - What - 15 minutes The trainer explains the difference between gender discriminatory, gender blind and gender sensitive language. They can use a ppt or write the definitions on flipcharts.Â Gender-sensitive languageÂ is gender equality made manifest through language.Â Gender equality in language is attained when persons of all genders are addressed through language as persons of equal value, dignity, integrity and respect. Gender-neutral language: this is not gender-specific and considers people in general, with no reference to women or men. It is also called gender-blind language

Gender-discriminatory language. It includes words, phrases and/or other linguistic features that foster stereotypes, or demean or ignore women or men. The trainer presents the three different categories of gender discriminatory language (stereotypes; invisibility and omission; subordination and trivialisation) and the topline indications on how to avoid them. The trainer provides concrete examples for each category. Definitions and examples can be found here. Stereotypes: assigning gender when gender is unknown or irrelevant as a result of stereotypes. How to avoid it: Use the third person plural (‘they’) instead of gendered pronouns. Do not provide irrelevant information about people’s gender (e.g. “female lawyer)Avoid using gendered nouns. Use gender-neutral descriptions instead (e.g. police officer). Simply use the occupation title with no gender description. Use the pronoun ‘it’ to talk about inanimate objects. Invisibility and omission: language which casts the male as the generic norm and keeps women from being visible in public life. How to avoid it: Do not use ‘man’ or ‘he’ to refer to the experiences of all people. Make clear that you are referring to men and women by naming each. Subordination and trivialisation: language which paints one gender, often women, as inferior, or belittles them. How to avoid it: Make sure that that the images you choose to use in communication materials do not reinforce gender stereotypes. Include a wide mix of people in different environments. Ensure that your language actively promotes gender equality by not trivialising or subordinating women. When referring to women you should use the term Ms which does not denote marital status. Always use the same naming conventions for men and women when referencing. You should be aware of the word order of your phrases and make sure that you are not always putting the male version first.Avoid patronising women using more innocuous terms.

practice - how- 20 minutes Divide the participants in three groups and give each of them a text including severa examples of gender discriminatory language and ask them to correct them by using gender sensitive and/or gender neutral language. The texts can be found here (https://eige.europa.eu/publications/gender-sensitivecommunication/test-your-knowledge). Once the participants have done the exercise, the trainer distributes the corrected text, so that they can compare it with their versions. The trainer asks if the participants have specific doubts or need any clarifications.

Reflection - What if - 10 minutes The trainer facilitates a debriefing: What do they think about the session?Â Does it help them to understand sexism and discrimination better?Â Did they recognise any examples in their own experience?

further resources EIGE- toolkit on gender-sensitive communication (https://eige.europa.eu/publications/gender-sensitive-communication) Campaign of the Council of Europe to stop sexism (https://www.coe.int/en/web/human-rights-channel/stop-sexism) Guidelines for gender-neutral language in the European Parliament (https://www.europarl.europa.eu/cmsdata/151780/GNL_Guidelines_EN.pdf) BBC- the hidden sexism in workplace language (https://www.bbc.com/worklife/article/20170329-the-hidden-sexism-inworkplace-language)

Gender mainstreaming in visual communication duration

90 minutes

materials

Beamer, laptop, speakers, internet, phones and/or cameras

number of pax

8 - 15

aim

Get an overview on how audiovisual communication can be gendered.

objectives

Participants understand the influence of the audiovisual communication in our society and how it affects our perception of reality. They also come up with ideas on how to change a sexist advertisement to a non-sexist one by the end of the session.

Introduction - Why - 10 minutes Introduce the session: the topic is going to be gender mainstreaming in audiovisual communication. Ask the participants: do you think this is an important topic? Why? Then, project some different advertisements. Some examples can be these ones: the first and the second.

Explanation - What - 15 minutes Ask the participants to comment on what they watched. What do they think about how genders are portrayed? Are these kinds of portrayals common? How do they influence the way we perceive men and women? Any potentially harmful effects?

practice - how- 40 minutes DDivide participants into as many groups as the number of ads that you showed, and assign one of the previous advertisements to each of them, and they will have to recreate it in a non-sexist way. They will have to record it with their phones or cameras. Once participants finish their task, they need to send the videos to the trainer.

Reflection - What if - 20 minutes The participants show their videos to the rest of the group. Ask them: How did you come up with this idea? Where did you take your inspiration from? Do you think such an advertisement could be shown on TV? Conclude by discussing: How can advertisement companies and the media be convinced to adopt more gender-sensitive communication? What can we do to promote gender-sensitive communication in audiovisual media?

Gender Mainstreaming in Interpersonal Communication duration materials

95 minutes Projector, laptop or PC, speakers, internet or downloaded videos, roles on paper for role play

number of pax aim

objectives

10 -15 Pax understand how gender affects the way persons interact with each other and how to take it into account in youth work. Participants understand what is interpersonal communication Participants understand how gender plays into communication between people. Participants can recognise gender discriminatory and gender sensitive communication between persons. Participants know how to use gender sensitive communication. Participants understand how to apply this knowledge to youth work 41

Introduction - Why - 20 minutes The trainer shows this and this video, without giving explanations or context in advance.Then the trainer moderates a short discussion:Â What happens when people ask inappropriate questions?Â What dynamics does it create?Â What are the consequences? The trainer uses the answers of the participants to create a link to the topic of the sessions (gender mainstreaming in interpersonal communication).

Explanation - What - 5 minutes The trainer explains what interpersonal communication is. Interpersonal communication is the process by which people exchange information, feelings, and meaning through verbal and non-verbal messages: it is face-to-face communication. The trainer gives some examples of its relevance in youth work, especially in relations to HR and team management.

practice - how- 60 minutes Trigger warning: before playing the video, the trainer announces that participants are not obliged to participate in or watch the play if this makes them feel uncomfortable. Also, participants are free to leave at any moment if they feel uncomfortable. Participants are divided into two groups. Each group has to play out one of these two situations: a board meeting, a recruitment day. They need to act first in a gender-discriminatory manner (using a communication style that excludes, discriminates, belittles, or makes fun of people of a certain gender) and then in a gender-sensitive manner (using a communication style that ensures the inclusion of people of all genders).Â Participants are given 20 minutes for preparation. The play should not last more than 5 minutes. The first group acts out the situation given to them (a board meeting) from a gender-discriminatory perspective. The play is followed by a short debriefing: What did the audience observe? What happened among the participants? What type of (verbal and non-verbal) communication was used? The same is done for the second group and their situation. For each of the four plays, the group acting leaves the room first, comes in again and acts, then leaves the room again and comes back for the debriefing. This is important in order for participants to enter and exit their role and to make a clear separation between their personality and their behaviour during the play. In certain cases (e.g. if particularly sexist behaviors are shown during the play or if someone appears clearly uncomfortable) it might be necessary to do a short energiser to â&#x20AC;&#x153;shake offâ&#x20AC;? the roles and change the feeling in the room before the debriefing.

Reflection - What if - 10 minutes To close the session some questions: What did they learn in this session? Is there anything they can relate to their experience? What would they change in the way they communicate with each other, from now on?

further resources Please stop making jokes about gender pronouns when people tell you theirsÂ (https://www.washingtonpost.com/outlook/please-stopmaking-jokes-about-gender-pronouns-when-people-tell-youtheirs/2019/12/11/8f6a063a-0a4d-11ea-8397-a955cd542d00_story.html) Nanette (stand-up comedy) https://en.wikipedia.org/wiki/Nanette_(show)

Gender mainstreaming in leadership duration

120 minutes

materials

post-its, flipcharts prepared in advance, projector, laptop or PC, speakers, internet or downloaded videos, tape

number of pax

10 - 20

aim

Participants learn how to apply a gender lens to leadership and power.

objectives

Participants reflect on different leadership styles and on their implications from the point of view of the inclusion of people of different genders. Participants learn about the five master suppression techniques (how those who hold power use mechanisms to avoid others getting into power) Participants reflect on how to counteract the master suppression techniques so as to avoid that oppressed groups are excluded from positions of power. 45

Introduction - Why - 25 minutes The trainer gives a post-it to each participant and ask them to write down one word which they associate with leadership. Then everyone reads the word loud. The trainer facilitates a short debriefing: Does the word chosen have a gender implication? What does it tell us about the way we see leadership? Each participant now has to think about one male leader, one female leader, and one leader belonging to an oppressed group (person of color, disabled, LGBTI)... They write the names of the three leaders on post-its and stick them on a flipchart divided in 3 parts. Then the trainer reads out the names and facilitates a short discussion: Do these leaders have different characteristics, attitudes and leadership styles? What differentiate them?

Explanation - What - 30 minutes The trainer uncovers flipcharts hung in the room which illustrate different leadership styles (see some examples in the appendix 1). The trainer can decide whether to display all the leadership styles or just a selection. Participants are given post-its of two different colors and have to walk around the room, read the flipcharts and write down advantages and disadvantages of each model from a gender perspective. They should ask themselves: Does this leadership style empower people of all genders to participate? To speak up and express their opinions? To use their skills and capacities at the fullest? To contribute to the team constructively? Once participants have finished reading and commenting all the flipcharts, the trainer moderates a short discussion: Which models are more gender sensitive and which ones are not? Why? Â How can we promote positive leadership styles? As a final step, the trainer asks the participants to match the three leaders they identified in the previous exercise with a leadership style. They can take the previous post-its and stick them to the flipchart of the corresponding leadership style.

Explanation II - What -20 minutes The trainer asks the participant to think again about the second activity: was it easy for them to think about leaders belonging to an oppressed group? Why yes, and why not? Why do they think it is difficult for oppressed groups to reach a position of power? This discussion provides a link to the next activity on power suppression techniques. The participants are shown this (https://www.youtube.com/watch? v=I4Pf8ohdV9k) and this (https://youtu.be/ns0ozqqBLJQ) videos on master suppression techniques. After having watched the videos, the trainer facilitates a short debriefing: Are these situations familiar to the participants? Can they relate them also to other oppressed groups, not only women? What does it have to do with leadership? How would you define master suppression techniques?

Practice - How - 30 minutes The trainer uncovers 5 flipcharts with a short description of the 5 master suppression techniques (see appendix 2). Participants brainstorm together on different situations where these suppression techniques happen, not only in relation to women. The trainer writes down keywords to remember the examples. Participants are given post-its and asked to write down ways to counteract the different master suppression techniques. Once they finish writing, they stick them to the flipchart.The trainer reads and clusters the post-its. If any of the counteracting techniques is missing, the trainer adds it and explains it (see appendix 2).

Reflection - What if - 15 minutes The trainer facilitates a debriefing: What did you learn from this session? How can you change the way you lead a team to make sure everyone is included? How can you counteract master suppression techniques in your everyday life? Do you have any concrete examples to give?

Further resources https://eige.europa.eu/news/women-decision-making-why-it-matters https://www.undp.org/content/undp/en/home/2030-agenda-forsustainable-development/people/gender-equality/women_sparticipation-in-decision-making.html https://beijing20.unwomen.org/en/in-focus/decision-making https://womendeliver.org/2018/womens-impact-decision-makingkitchens-state-houses-everywhere/ https://www.womenlobby.org/-Women-in-Politics-507-?lang=en https://www.womenlobby.org/Women-in-Business-7447?lang=en https://www.aauw.org/research/barriers-and-bias https://www.ilo.org/global/about-theilo/newsroom/news/WCMS_701767/lang--en/index.htm https://www.ilo.org/global/about-theilo/newsroom/news/WCMS_701767/lang--en/index.htm

appendix 1 - leadership styles Transformational they motivate individuals to perform â&#x20AC;&#x153;beyond the expected levelsâ&#x20AC;?I Inspirational Demanding Create a thriving work culture through effective communication in teams Strategic vision Setting high goals with strict deadlines Leading teamworkSet challenging expectations, aim at exceptional results Charismatic Communicative and responsive Shapes the values of other people Attract people with charm and charismaself-motivated, passionate, and confident Success or failure heavily relies on the leader Ethical Honesty and empathy Fair rewards and reasonable criticism Good at decision-making based on logic and justice Coaching Supervising and guiding team members Boost motivation of team members Partnership and collaboration Space for creativity and individual contributions Feedback and learning Laissez faire Let team members do their job and take decisions by themselves Lack of motivational influence Low level of control and interference Delegate responsibility Scope for innovation and creativity

Bureaucratic Follow rules, standards and procedures Lack of flexibility Hierarchy of authority Democratic nvolve team members in decision making processes Slow performance Boost motivation Active communication upward and downwards Participatory Autocratic Full power and authority to the leader No consultations with team members for decision making Ultimate decision-maker

appendix 2

Gender mainstreaming in your local organisation duration

75 minutes

materials

flipchart papers, markers, tape

number of pax

10 -20

aim

Creating good practices of gender mainstreaming in your local organisation.

objectives

Participants reflect on what is not working good in terms of gender and they come up with possible next steps to be implemented in their local realities.

comment

Ideally, this activity should be done among members of the same local. It could also be a useful session for a Network Meeting or a Regional Training Course 54

Introduction - Why - 15 minutes Ask the participants to think about an example or an instance where they witnessed or experienced a lack of gender sensitivity in AEGEE or in their local. Give them a couple of minutes to reflect and then ask them: How did these instances make you feel? How did you react? What do you think was the impact on the organisation?

practice - how- 45 minutes The participants stand in two lines (or more if you need to do more groups) in front of two flipchart papers. The participants need to run to the flipchart, write down an idea about how to improve gender sensitivity in their local organisation, run back and pass the marker to the next person. The exercise continues for 10 minutes. The participants stay in the same group and continue working on the flipchart paper they created. They first read and discuss what they wrote, and then they think about solutions or ways to improve at least two points. Each group needs to prepare a new flipchart with an explanation of how they want to implement those two (or more) points. Give the participants 20 minutes for this. Each group presents the solutions they came up with. The rest of the participants give feedback.

Reflection - What if - 15 minutes Ask the participants: Do you think you will be able to implement the actions which you described? What are the biggest obstacles to change things in your local organisation? How will you make sure that all the members of your organisation are on board and support you? At the end of the reflection, each participant needs to write down one thing they commit to put in practice in order to improve gendersensitivity in their local organisation. It needs to be something that they can implement by themselves.

Brainstorm on how to make an event inclusive duration

60 minutes

materials

Flipchart papers, sheets, tape, markers and pens, sticky notes

number of pax

10 -30

aim

Understand better how to organise an inclusive event.

objectives

Create a list of actions to make an event more inclusive.

comment

the participants of this activity can be the organising team of a specific event or a group of volunteers who usually organise events.

Introduction - Why - 10 minutes The trainer asks the participants: Do you think AEGEE should be more inclusive? Why is inclusivity important when it comes to an event?

explanation - what - 5 minutes The trainer explains the different steps of the activity: Brainstorming with sticky notes Group work Presentation

practice - how- 40 minutes There are some empty flipchart papers around the room. Each flipchart paper is for one category people can be discriminated by. The trainer can choose the categories based on the context of the activity and the number of participants (examples are: gender, sexual orientation, disability, race, ethnicity, nationality, economic background, language). The trainer asks the participants if they have questions regarding the categories or regarding how people can be discriminated on those grounds during youth events. Participants walk around the room and write down on sticky notes their ideas on how to make an event more inclusive from the point of view of that category. The participants stick the notes to the flipchart.Â Once the participants are done with the brainstorming, the trainer asks them to choose one flipchart. The trainer makes sure that the participants follow their interest in choosing a group, but also that the groups are balanced in terms of number.Â Each group goes through the ideas and clusters them. Then, the group creates a list of actions that can be realistically implemented.

For each action, the group should answer the following questions: Does this action need additional resources? (e.g. money, tools) Which ones? Does this action require external help? (e.g. experts, assistants) How much time does it take to plan and implement these actions Who should be involved in implementing this action? During the group work, the trainer regularly checks on the teams and gives them suggestions and advice. Once the list is finished, each group presents their ideas. If the participants are the organising team of a specific event, you can already agree on which actions you will take and divide responsibilities.

Reflection - What if - 10 minutes The trainer asks the following questions: Are these lists of actions helpful for your local? Can you really implement those actions? What are the obstacles? What help would you need?

Training methodologies from a gender perspective duration

90 minutes

materials

Flipcharts prepared in advance, empty flipcharts, markers, tape.

number of pax

10 -20

aim

Participants learn how to adopt a gender perspective in their training practice.

objectives

Participants reflect on whether different training methodologies allow participants of all genders to participate equally. Participants think about concrete ways to facilitate the inclusion of all genders in non formal education. Participants learn new training methodologies and apply them in a gender sensitive manner

Introduction - Why - 10 minutes The trainers ask the participants: did it ever happen to you that some participants could not participate or were feeling uncomfortable during a workshop due to its format or methodologies? Why? What happened? Participants can answer thinking about their experience as trainers, but also as participants. The participants discuss the importance of using inclusive training methods.

explanation - what - 10 minutes The trainer uncovers different flipcharts explaining different training methodologies (see appendix for inspiration). The participants are given time to read the flipcharts individually and ask questions if needed.

practice - how- 60 minutes Depending on the number of participants, the next exercise can be done individually or in pairs. Each participant chooses one training methodology and needs to: Think whether that training methodology presents any problem for the inclusion and equal participation of all genders. Think about what can be done to improve so as to ensure equal participation of all genders. Design a short session on a topic related to gender equality using that methodology, explaining how they will make sure that participants of all genders are included. They need to prepare a flipchart illustrating the session. After 30 minutes, participants present their work (1 minute per person) and answer questions, if any. The trainer gives some feedback regarding the sessions designed by the participants (e.g. how the methodology was applied, what can be improved).

Reflection - What if - 10 minutes The trainer facilitates a short debriefing: What did you learn from this session? Have you thought about past occasions where you witnessed or employed non-inclusive methodologies? How are you going to change your methodologies and formats from now on?

Appendix: training methodologies Vernissage A topic is presented on multiple posters in a self-explanatory way. Delegates move alone or in a learning partnership from poster to poster and gather information. They can stick a “?” to unclear points and use a “!” for points they find important or especially interesting. Afterward, things can be discussed with the whole group 3 step concretion Delegates deal with/discuss or work on a topic or task in 3 steps. Delegates get material and a concrete task for each step. Into-Rallye Small groups of participants get an assignment-sheet with multiple questions around a topic. For some questions, there are hints on sources for the answer. Others have hints hidden within other questions or sources (possibly in riddles). The groups compete against each other. There might be tasks that can only be solved together. Afterwards, solutions are compared and winners awarded.

Learning islands A topic is divided into subtopics. There is an island for each subtopic. Participants walk in groups from island to island. Islands should be created with different methods (texts, assignments, riddles, puzzles, role plays, discussionsâ&#x20AC;Ś) Opinion market. Divide topic into subtopics and each group to one subtopic. Each group designs a flipchart about their subtopic. Other groups add their thoughts and comments. Original group integrates comments and re-designs their flipchart. Groups present their results. Museum The trainer guides the delegates through a museum. On different showcases (table, chairs, floors, wall, stairsâ&#x20AC;Ś) objects, pictures, models, quotes, etc represent different aspects of the topic. This can be very abstract or metaphorical. The trainer may give some explanatory comments or leave the delegates to discover the museum for themselves. It can be great to create the atmosphere of a real museum e.g. giving out tickets or dressing as a guide. Clothesline A topic is broken down into several aspects. Information to all aspects hangs on a washing line. Delegates pick the relevant info for their aspect and work on it in small groups. Groups create output for everyone. Tip: use quotes, pictures and cartoons, or information of different levels of relevance.