Gender and Technology Training Guidelines
This session may address very personal issues of identity, and participants should
only talk to the wider group if they feel comfortable about it. The facilitator's
summing up should raise issues identified in the session and stress how much such
examples underpin our concepts of 'maleness' and 'femaleness'. These concepts
influence our attitudes and behaviour, and need to be recognised in order for men
and women to be able to live more equal lives.
Points you may emphasise in Step 5
Almost all women’s recollections were being told “not to do” things. While
there were “taboos” for women, men mostly remembered being treated as
special. If there are marked differences in step 5, discuss.
IDENTIFYING TECHNOLOGY IN THE ROLES PLAYED BY WOMEN AND MEN
PURPOSE To identify the technical components of daily tasks of women and men in
MATERIAL Sets of picture cards depicting the different parts of a day in the life of women
and men (see resource pack)
Counters, match sticks
Remind participants of the definition of 'technology' developed by the group in
(NB. If session 2 was not carried out, the facilitator should prepare a short
introduction based on the facilitator's notes for session 2, emphasising that
technology is not just machines but also skills and knowledge, and also that people
who use less machinery should not necessarily be regarded as less 'technical'.
Divide the group into three. Give each group a set of cards and ask them to
arrange the cards in a 24 hour sequence. (Facilitator needs to copy the set of
cards to make similar sets, if necessary). Using counters/match sticks, ask