Gender and the Sustainable Development Goals: Infrastructure, Empowerment and Education

Description

This book sheds light on the important and mostly neglected role that gender plays in achieving the UN Sustainable Development Goals, doing so by investigating three key problem areas: empowerment, education, and infrastructure. Starting with a theoretical and methodological framework, this edited collection contains 12 chapters from scholars and researchers from around the world. The book includes numerous case studies discussing the current status of gender equality relating to the SDGs. It reinforces the significance of gender for sustainable and just development, highlighting how women play a major role in work organization, disaster management, income, household maintenance, and mediation of knowledge. "Women" as a classification encompasses much diversity with many intersecting axes of difference; this book focuses on the excluded and disadvantaged majority social group, without imposing homogeneity on that categorization. Many chapters focus on critical situations occurring in the Global South, where these issues are highly prominent, and importantly, these contributions are written by local scholars. Finally, the volume provides pathways for basic and professional gender responsive education and innovation in the field. The book will generate important discussions in interdisciplinary research and higher education settings focusing on sustainable development, gender, equality, human rights, and education. Cover Half Title Series Information Title Page Copyright Page Table of Contents Contributors 1 Introduction Notes Part I Empowerment 2 Engendering Sustainability Transitions By Design: How to Critically Unpack Gender in Transition Management 2.1 Introduction 2.2 Gender and TM: Conceptual Background 2.2.1 Gender as an Analytical Prism for Societal Change 2.2.2 How to “Manage” a Transition 2.3 Engendering Transition Management 2.3.1 Structure 2.3.2 Symbolism 2.3.3 Doing Gender While Doing Transition 2.4 Conclusions References 3 Gender Within Sustainable Decisions: A 3-D Sustainability Perspective 3.1 Introduction 3.2 Theoretical Framework and Methodology 3.3 Findings 3.3.1 Gender and Sufficiency 3.3.2 Gender and Eco-Effectiveness 3.3.3 Gender and Ecological Equity 3.3.4 Gender and Socio-Effectiveness 3.3.5 Gender and Eco-Efficiency 3.3.6 Gender and Socio-Efficiency 3.4 Further Discussion and Conclusions References 4 Gender Mainstreaming in Occupational Health and Safety: Challenges in the Era of the Sustainable Development Goals 4.1 Introduction 4.2 Unequal Distribution of Jobs Positions and Tasks 4.3 Lack of Evidence Based On Female Workers’ Data in Male-Dominated Workplace 4.4 Sexual and Reproductive Health 4.5 Gender and Occupational Health Under the COVID-19 Pandemic 4.6 Policy Response: Mainstreaming Gender in Occupational Health and Safety 4.7 Discussion Notes References 5 Gender Inequity Related to Climate Risks: Cultural Vulnerabilities as Obstacles to Sustainability in Rural Communities of Mexico 5.1 Introduction 5.2 Methods 5.3 Theoretical Perspectives 5.4 Gender Mainstreaming in Risk Management, Climate Change, and Sustainability 5.5 Historical Roots of Cultural Vulnerability From a Gender Perspective in Jalisco and Veracruz 5.6 Control Over Land and Property 5.7 Male Domination of Political Participation 5.8 Climate Action 5.9 Discussion and Conclusions Acknowledgements Notes References Part II Education 6 Sustainable Gender Equality: Opening the Black-Box of Quality Assessment in Higher Arts Education 6.1 Introduction 6.1.1 The Problem 6.1.2 Structure 6.2 Theory 6.2.1 Quality 6.2.2 Power 6.2.3 Bias 6.3 Methods 6.4 Discussion of Results 6.4.1 SDG 5: Gender Equality 6.4.2 SDG 4: Good Education 6.4.3 SDG 9: Innovation and Infrastructure 6.5 Summing Up Acknowledgements Notes References 7 Sensitizing Nepalese Students for Gender Mainstreaming in Sustainable Planning and Design 7.1 Introduction 7.2 Gender Mainstreaming in Politics and Higher Engineering Education 7.2.1 Nepal 7.2.2 Norway 7.3 Gender Mainstreaming in Sustainable Planning and Design 7.4 Results and Reflections: “Stakeholder Inclusion: Gender Mainstreaming and Energy Management (EL3)” 7.4.1 Students’ Work and Reflections 7.5 Summary From Integrating GM Strategies in Design and Architecture Curriculum and Academia and Nepal Acknowledgments References 8 Communication Design to Foster Gender Equality: Research and Experimentation in the Educational Field 8.1 Introduction 8.2 A Polluted Media-Sphere 8.3 Stereotypes and Communication Designers: A Vicious Cycle 8.4 Breaking the Endless Cycle: Experiments and Solutions From the Educational Field 8.4.1 Unmasking Stereotypes to Denounce Sexism in the Media 8.4.2 Direct Observations to Support the Self-Critical Reflection: Designers and Unconscious Biases 8.5 Conclusions Notes References 9 Responsible Tech-Futures: Female Artists as Semantically Sustainable Tech Developers 9.1 Is There a Gendered Tech Development? 9.2 Human Fuel 9.3 Pond Batteries 9.4 Bio-Art Innovation 9.5 Three Or More Ecologies 9.6 An Eco-Feminist Bio-Tech Agenda? 9.7 Art as Part of Tech Development Futures 9.8 A Gendered Sustainability? Note References Part III Infrastructure 10 Changing Traditions: The Case of Amazonian Riverine Women and Belo Monte Hydropower Dam 10.1 Introduction 10.2 Development-Induced Displacement and Resettlement 10.2.1 Dams, Displacement, and Resettlement 10.2.2 Gender Impact and Resettlement 10.2.3 Belo Monte Dam, Riverine People, and Their Resettlement 10.2.4 Methodology 10.2.5 Findings 10.3 Conclusion Note References 11 Reimagining the Gender Roles Within Japan to Achieve Sustainable Gender Equality 11.1 Introduction 11.2 Sustainable Gender Equality 11.2.1 Failure to Achieve the SDGs 11.2.2 Sustainable Gender Equality Imperative 11.3 Gender Norms in Japan 11.3.1 Roles of a Japanese Woman 11.3.1.1 Woman as Mother/wife/educator 11.3.2 Effects of These Norms 11.3.2.1 Double Burden-Unpaid Labour 11.3.2.2 Paternity Leave 11.4 Behavioural Expectations of Japanese Women 11.4.1 Nadeshiko 11.4.2 Kawaii 11.4.2.1 Speaking Out 11.4.2.2 Looking Cute/feminine 11.5 How Can the Cultural Norms and Policies Surrounding Gender Be Reimagined in a Culturally Appropriate Way for Sustainable and Meaningful Change? 11.5.1 Review-Based Approach 11.5.2 Reintroducing the Roles 11.5.2.1 Japanese Preschools-Socialisation 11.5.2.2 Implementation 11.6 Conclusion References 12 Gender and Sustainability in OvacIk and Hozat Cooperative Activities, Tunceli Province, Turkey 12.1 Introduction 12.2 Discussion 12.2.1 Establishment Structure of Activities 12.2.2 Organizational Structure of the Gender Groups 12.2.3 The Level of Gender Groups Participation 12.2.4 Meanings of Activities for Beneficiaries 12.2.5 Social Relations 12.2.6 Training Processes 12.2.7 Decision-Making Processes 12.2.7.1 Power Relations 12.2.7.2 Social Solidarity 12.2.7.3 Empowerment 12.2.8 Transformation of Structure and Relations in Time 12.2.9 Benefits and Problems of the Activity Processes 12.3 Conclusions References Index