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Ha Thi Lan Anh
Joined: Dec 5, 2001
Posts: 483 (view all)
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Gender & Age: Female & 28
Country: Canada
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Need Ur Suggestions!!!
Jan 4, 2002
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NEED UR SUGGESTIONS!!! =)
This is the outline for GIRL SPEAK OUT at the UN. Can you look at it and make
suggestions, etc?
Note from Cyberschoolbus:
At long last we have an outline of the curriculum that Andrea Johnston is
writing for us. Andrea wrote the popular book Girls Speak Out that was
published by Scholastic and organized the First National Girls Conference
here at the UN. We would like you to review the outline before we continue
any further. Please send me any questions, comments, or topics you would
like to add. In addition to your feedback on this outline we would like
your help in gathering the following information:
Examples of women or girl role models in your country or anywhere else
that you think should be included in the information we are putting
together. Please include any references where we could find information
on these individuals
Examples of customs, traditions, family values and practices, or
educational practices that limit girls' development as well as examples
that promote their development
Examples of programs in your region or elsewhere that help improve the
status of girls
Girls Speak Out at the UN
Outline of Curriculum on Girls’ Rights to an Education for Global Teaching
and Learning Project
I. Goals
ÿ To be a resource for educators and students interested in the status and
development of girls
ÿ To explore factors that limit a girl’s right to an education
ÿ To involve girls in identifying aspects of their life that limit their
development and in finding solutions that improve their well being and status
in the community by building on their strengths
ÿ To distinguish girls’ issues from women’s issues
ÿ To provide a forum in which educators and students can exchange information
and benefit from each others resources
ÿ To encourage the development of a Plan of Action to
Improve the Status of Girls in Education
II. Curriculum Units
A. Overview of girls’ development
1. Why do girls need extra protection and attention?
a. Gender discrimination
i. Sexist and ageist customs, beliefs, and policies
and how they affect the development and treatment
of girls in different ways
b. Violence against girls and how it affects development
c. Girls more vulnerable to HIV/AIDS
2. How are beliefs and practices learned and reinforced?
a. Observation of adult behavior
i. Differential treatment of girls and boys
b. Traditions and customs
i. Girls’ sexual and reproductive role is valued
above everything else
a. Girls are expected to get married at an
earlier age than boys
c. Media
i. Stereotypes
d. Family values and practices
i. Girls’ treated differently from boys within
family
i. Attitudes about child labor and the belief that
girls should be doing unpaid domestic labor
e. Peers
i. Boys like girls who aren’t as smart
f. Textbooks and literature
i. Omission of females’ achievements and their role
as leaders
g. Classroom practices
i. Boys are called on more often than girls
h. Institutional policies (religious, educational,
and political)
B. What effect can growing up in male-dominated societies have on
girls’ development
1. Research findings
2. Anecdotal evidence gathered from women and girls
C. The Impact of beliefs, customs, and practices on girls’ education
1. Girls’ education is devalued
a. Boys sent to school longer
2. Girls get pregnant when they are still very young making it difficult to
attend school
3. Girls are discouraged from pursuing certain courses (e.g., mathematics and
science)
D. What helps girls succeed as students and hold on to their true
selves as they grow up?
1. Freedom from hunger, violence, armed conflict, domestic labor,
poverty, and sex trafficking
2. Better access to information and opportunities
a. Information about gender-based practices
b. Information about women and girls’ achievements and contributions to
society in different cultures
c. Equal opportunities to attend school from primary school to college
d. Encouragement to take any subject including math and science
e. Opportunities to participate in physical education, student organizations,
self-defense classes, and equity training
3. Exposure to positive female role models in a variety of
career and parenting choices as well as in literature
4. Single sex discussions about HIV/AIDS, sex education, sex
Trafficking, careers, and physical and mental health
5. Leadership opportunities
6. Support from family, friends, and teachers
F. Examining Programs that Aim to Improve the Status of Girls in
Education
1. Educational programs run by UN agencies (UNICEF, UNESCO,
UNFPA)
2. Role of NGO’s (Non-governmental organizations)
3. Other programs (e.g., Sisterhood is Global Institute)
4. Conferences on education (including youth conferences)
5. Reaching girls is special circumstances (e.g., indigenous
populations, girls in armed conflict, and homeless or street
kids)
G. Including boys in the curriculum
1. Discuss ways in which boys can help improve girls’ status
a. What can be done in a co-ed setting
i. Learn about sexism and explore its effects on
their lives (e.g.,their roles as fathers and
friends can be limited by lack of empathy and
male stereotypes about an emotional life)
ii. Create opportunities for girls’ to talk about
their experiences and concerns and for boys to
listen.
iii. Give girls opportunities to participate equally
in and lead discussions
iv. Explore needs that boys and girls have in common
v. Learn about struggles for girls’ and women’s
rights and gender equity in different regions of
the world
vi. Research efforts of people in their country to
achieve equality for females
vii. Have a daily or weekly open forum in which they
discuss sexist behavior they observed
viii. Learn conflict mediation
ix. Examine their language and the media for sexist
messages
x. Use role-playing to look at their behavior
towards and treatment of the other sex
xi. Find role models who support gender equity
b. What can be done in a boys’ only setting
i. Encourage boys to identify and express their feelings about male roles in
their family, school and community
ii. Compile a list of boys’ questions about girls’ lives and ask volunteer
females to address them
iii. Identify the expectations placed on them as males
and discuss whether they can choose to change them
H. Publishing a Plan of Action
1. Explain how activism can benefit a girl’s education
2. Prepare an advocacy speech on behalf of one or more actions
3. Reach a consensus on five target actions
4. Mail the Plan of Action to Cyberschoolbus, post it around the school,
sponsor a panel discussion on the Plan, send it to policymakers, a local
newspaper, radio, or TV station
5. Participate in or organize a local meeting or conference on girls’ rights
II. Content will include but not be limited to:
ÿ Information on girls’ development
ÿ Action-oriented lesson plans (appropriate for developing and industrialized
countries) that integrate information on girls’ development with girls’
personal experiences and ideas
ÿ Handouts for teachers that model how to introduce the information in this
unit to students and informational handouts on this topic for students
ÿ A database (to be generated by girls) of practices, beliefs, actions, and
programs that limit girls’ development as well as those that enrich their
development
ÿ A glossary of important terms that will be used throughout the curriculum
(e.g., gender, sexism. ageism, fundamentalism, gender, equity, etc.)
ÿ A survey of girls’ experience around the world
ÿ A Model Plan of Action on Girls’ Rights developed at the United Nations 4th
World Conference on Women and the First National Girls’ Conference that can
be used as a resource for developing other Plans of Action
POST UR INPUT HERE AT TIQ OR SEND IT TO ANDRE AT GSPEAKOUT@AOL.COM
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