Presentation discrimination Give examples structure is discrimination against (direct is. of gender-based women. instruction) discrimination. Students As military actors, you can both should be able Ask the class if increase and decrease to explain the they know what discriminatory structures in your impact of CEDAW stands area of operations. Without a gender-based for? gender perspective and an discrimination awareness of gender structures, and its bearing Introduce you might limit men’s and on the CEDAW. women’s access to their rights construction of and increase discrimination. gender roles. Research and provide CEDAW places a positive Students examples from obligation on states to eliminate should be able the host nation gender discrimination, including to interpret the and the area the affirmative action. construction of deployment gender roles. area. 15 Different Discussion Students Ask what Security threats against men, Power Point Instructor min security needs and practical should be able are some boys and girls are often increased See slides exercise to examine security threats and more prevalent during a (indirect different the population conflict. instruction) security needs are likely to and of men, face? Most security threats are not Presentation women, boys exclusive to men, women, boys or (direct and girls. Ask can you girls. instruction) identify security threats specifically for men? For women? Give examples of different security threats
Presentation (direct instruction) discrimination is. Students should be able to explain the impact of gender-based discrimination and its bearing on the construction of gender roles. Students should be able to interpret the construction of gender roles. Give examples of gender-based discrimination. Ask the class if they know what CEDAW stands for? Introduce CEDAW. Research and provide examples from the host nation and the area the deployment area. structure is discrimination against women. As military actors, you can both increase and decrease discriminatory structures in your area of operations. Without a gender perspective and an awareness of gender structures, you might limit men’s and women’s access to their rights and increase discrimination. CEDAW places a positive obligation on states to eliminate gender discrimination, including affirmative action. 15 min Different security needs Discussion and practical exercise (indirect instruction) and Presentation (direct instruction) Students should be able to examine different security needs of men, women, boys and girls. Ask what are some security threats the population are likely to face? Ask can you identify security threats specifically for men? For women? Give examples of different security threats Security threats against men, boys and girls are often increased and more prevalent during a conflict. Most security threats are not exclusive to men, women, boys or girls. Power Point See slides Instructor
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