Online training on intersectional discrimination in youth work

Content

The online training on intersectional discrimination in youth work includes 5 strands that address:
- Stereotypes, Power and Discrimination,
- Gender equality and Gender-based discrimination, 
- Racism and ethnic discrimination,
- Intersectional discrimination; and
- Addressing intersectional discrimination in youth work.
﻿
The main purpose of the training is to learn about the importance and ways of addressing intersectional discrimination and intersectional justice in youth work and to acquire skills to create a safe environment for young people. 
﻿
In addition, the training aims to introduce terms and concepts:
- stereotypes and prejudices and the types of discrimination based on them,
- gender equality, sexism and homophobia, 
- "race" and racism, and ethnicity and ethnic discrimination,
- intersectionality. 
﻿
The content of the training is based on a study of the field of intersectional discrimination, with a focus on the intersectionality of gender, race and ethnicity, on a review of the knowledge of the field among young people and youth workers in 3 countries (Slovenia, Italy, Romania), and on materials and tools in the field of intersectional, multiple discrimination. As intersectional discrimination is poorly recognised and addressed, youth workers face challenges in their work on how to act intersectionally and integrate this prism in all areas of their work. Intersectional discrimination refers to situations where an individual or group faces multiple forms of discrimination at the same time.
﻿
﻿
The content of the online training "Intersectional Discrimination in Youth Work" was developed by the Forum for Equitable Development in cooperation with project partners Global Institute, Nosotras Onlus and Asociatia Pro Democratia within the Erasmus+ project. More about the project on the website At the intersection of inequalities/discriminations.
Funded by the European Union. Views and opinions expressed are however those of the authors only and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor the National Agency can be held responsible for them.

Activities to complete

Complete the following activities, earn badges and you will see your playlist progress updated

Stereotypes, power and discrimination

Mandatory

45 minutes

View full activity

Gender equality and gender discrimination

Mandatory

45 minutes

View full activity

Content

The aim of this section is to introduce the basic vocabulary and concepts regarding gender equality. The vocabulary, concepts and links between them are based on internationally accepted documents. After completing this section, you will:
• be able to define basic gender equality terms;
• identify the link between biological sex and society;
• identify the ways in which social systems perpetuate gender inequalities.

Resources

Gender equality and gender discrimination

Get activity badge

Gender equality and gender discrimination Get this badge

The badge holder is familiar with concepts related to gender equality, identifies the link between biological sex and society, and recognises the causes that perpetuate gender inequality.

You have to finish 2 tasks to get the badge

Tasks

Task no.1

Evidence verified by: one activity organiser

Equality
The first step is the legal equality of women, men and non-binary persons, i.e. equality written in laws.
But gender equality is more than just equality before the law, because it means equal opportunities and options for women, men and non-binary people, in addition to legal equality. So legal, social, political, economic and social equality.
Gender equality does NOT mean that all genders are the same. Gender equality embraces differences and diversity, and stands for true partnership, equality, equal worth, equal opportunities, equal rights and equal dignity.
﻿
Sex and gender
When we are born, we are assigned a biological sex based on our outward physical characteristics. We are categorised as either female or male. The gender system that divides people into women and men is called gender binary.
Gender is a social category that is not based on the binary gender system, but rather on the individual’s right to self-identification, i.e. to (re)shape and (un)define one’s own gender identity.
﻿
Sexual orientation and gender identity
Sexual orientation tells us who we feel physically and/or romantically attracted to, have intimate and sexual relationships with, either of a different, same or more than one gender.
Gender identity is a reflection of our internal experience of our own gender. It may or may not match our biological sex.
If understanding of gender is based on society, what is the thing that influences how we look at it? Gender norms that influence gender roles and gender stereotypes, among other things, contribute to our understanding of women, men and non-binary persons. These understandings can be harmful for all genders:
• Gender norms are the unwritten rules in society and the ideas and expectations that dictate how people should behave in society according to their biological sex.
• Gender stereotypes are generalised ideas, assumptions about the characteristics,
abilities and interests of people based on their biological sex. Gender stereotypes create an unrealistic idea of what all people should be like based on their biological sex.
﻿
Let’s look at some examples of societal norms around ‘femininity’ and ‘masculinity’.
The man is the breadwinner, bringing in the money. He is active in the community and outside the home. He makes major decisions both at home and in the community. His decisions are rational.
Women take care of the family and its members. They make sure the household runs smoothly on a daily basis. This means they are in charge of tasks such as cooking, washing, ironing, helping children with school-work and so on. They also take care of the emotional support of the family.
﻿
Gender roles
Gender roles are linked to gender stereotypes and norms and are based on expectations of what is ‘feminine’ and what is ‘masculine’.
Gender roles have both visible and invisible influences on our lives, affecting how we see the world. Due to the perception of gender roles, traditionally women do not choose certain careers.
﻿
Women, men and non-binary people do not have equal power in society. This creates and perpetuates gender inequalities.
﻿
For a more in-depth understanding, see Gender equality and gender discrimination.
﻿
Write down which professions are traditionally "female" and which are traditionally "male". Do you think it is right that women do not choose certain professions?

Task no.2

Evidence verified by: one activity organiser

Sexism is discrimination based on gender. It is perpetuated by power structures in society, according to which men are dominant and women are disadvantaged. Sexism upholds traditional gender roles and justifies patriarchal social structures. Some define such sexism as traditional. Modern sexism denies the existence of discrimination against women and hate against women’s demands, and opposes policies that have been created with women’s support. It denies traditional sexism and claims that gender discrimination is a thing of the past.
﻿
Homophobia reflects prejudice and discrimination against people who are romantically and/or sexually attracted to people of the same sex. Transphobia reflects prejudice and discrimination against people whose gender identity is different from their biological sex. Both phobias manifest themselves on several levels:
• avoiding contact with such people;
• ignoring their identity;
• belittling;
• various forms of abuse and physical violence.
﻿
Homophobic or transphobic discrimination includes all violations of the principles of equal treatment, equal options and opportunities, negative discrimination, exclusion and disadvantage based on sexual orientation and gender identity.
﻿
For a more in-depth understanding, see Gender equality and gender discrimination.
﻿
Imagine the following situations and think about where discrimination is suspected. Write down your answer.
1. In a job interview at a computer programming company, the head of the department asks the candidate whether she plans to have children in the near future.
2. During childbirth, the partner is not allowed to be present when the baby is born.
3. Homosexual men are not allowed to participate in blood donation campaigns.

Task no.3

Evidence verified by: one activity organiser

Use the Gender equality and gender discrimination link to examine how power is unequally distributed in society and give at least two examples.

Task no.4

Evidence verified by: one activity organiser

Take the Gender Equality and Gender Discrimination Quiz at the external link.
As proof, please write in your answer that you have completed the quiz.

Racism and ethnic discrimination

Mandatory

45 minutes

View full activity

Intersectional discrimination

Mandatory

45 minutes

View full activity

Addressing intersectional discrimination in youth work

Mandatory

1 hour 30 minutes

View full activity

Skills

#Encouraging young people to reflect and exchange ideas regarding issues such as solidarity, social justice, promoting/protecting human rights, discrimination, dignity and equality

ETS-TR

#Avoids using methods which implicitly reinforce stereotypes and discrimination

#Applying non-formal learning principles in programme design with emphasis on youth-centeredness, transparency, democratic values, participation, empowerment, and social transformation

ESCO

#advocate equality of opportunity in organisations

ESCO

#advocate for human rights

ESCO

#advocate social relationships

ESCO

#arrange youth activities

ETS-TR

#Adopts appropriate behaviour that respects ethical boundaries within a given group of learners

ESCO

#develop youth programmes

#Encouraging young people to reflect and exchange ideas regarding issues such as solidarity, social justice, promoting/protecting human rights, discrimination, dignity and equality

ETS-TR

#Avoids using methods which implicitly reinforce stereotypes and discrimination

#Applying non-formal learning principles in programme design with emphasis on youth-centeredness, transparency, democratic values, participation, empowerment, and social transformation

ESCO

#advocate equality of opportunity in organisations

ESCO

#advocate for human rights

ESCO

#advocate social relationships

ESCO

#arrange youth activities

ETS-TR

#Adopts appropriate behaviour that respects ethical boundaries within a given group of learners

#Encouraging young people to reflect and exchange ideas regarding issues such as solidarity, social justice, promoting/protecting human rights, discrimination, dignity and equality

ETS-TR

#Avoids using methods which implicitly reinforce stereotypes and discrimination

#Applying non-formal learning principles in programme design with emphasis on youth-centeredness, transparency, democratic values, participation, empowerment, and social transformation

ESCO

#advocate for human rights

ESCO

#advocate social relationships

ESCO

#arrange youth activities

ETS-TR

#Adopts appropriate behaviour that respects ethical boundaries within a given group of learners

ESCO

#arrange youth programmes

#Encouraging young people to reflect and exchange ideas regarding issues such as solidarity, social justice, promoting/protecting human rights, discrimination, dignity and equality

ETS-TR

#Avoids using methods which implicitly reinforce stereotypes and discrimination

#Applying non-formal learning principles in programme design with emphasis on youth-centeredness, transparency, democratic values, participation, empowerment, and social transformation

ESCO

#advocate equality of opportunity in organisations

ESCO

#advocate for human rights

ESCO

#advocate social relationships

ESCO

#arrange youth activities

ETS-TR

#Adopts appropriate behaviour that respects ethical boundaries within a given group of learners

ESCO

#arrange youth programmes

#Encouraging young people to reflect and exchange ideas regarding issues such as solidarity, social justice, promoting/protecting human rights, discrimination, dignity and equality

ETS-TR

#Avoids using methods which implicitly reinforce stereotypes and discrimination

#Applying non-formal learning principles in programme design with emphasis on youth-centeredness, transparency, democratic values, participation, empowerment, and social transformation

ESCO

#advocate equality of opportunity in organisations

ESCO

#advocate for human rights

ESCO

#advocate social relationships

ESCO

#arrange youth activities

ESCO

#arrange youth programmes

ETS-TR

#Adopts appropriate behaviour that respects ethical boundaries within a given group of learners

Activities: 5

Started: 53

Completed playlist: 0

Time to complete: 4 hours 30 minutes

Organisers

Forum za enakopraven razvoj

Badgecraft hosts this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@badgecraft.eu.