'Leaving No Girl Behind'? Interrogating Gender Norms and Adolescent Agency in Pursuit of the Sustainable Development Goals (SDGs)

“不让一个女孩掉队”？

• 批准号: 2113211
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2113211
• 关键词: Leaving; No; Girl; Behind; Interrogating

'Investing' in young women and girls has become a popular focus for many development actors on the idea that, for example, promoting their enrolment in school can improve their wellbeing and social status, and delay marriage, which can achieve gender equality. This approach is also shown by the Sustainable Development Goals (SDGs), such as in their Goal 5 for gender equality and women's empowerment. This goal addresses these issues by calling for gender equal access to institutions (such as education, work, healthcare) and the equal representation of women in decision-making processes. However, such an understanding of gender equality excludes the role of men and boys in both perpetuating gender inequality and facing their own barriers from it, e.g. societal pressures to be an economic provider. Masculinity in Global South contexts are often homogenised as violent or oppressive in these approached to gender equality. In this research, it would be key to understand how boys were positioned and effected by previous development programmes that focused on girls, and whether this has ultimately maintained gender inequalities. Notably, there is no explicit reference to LGBT+ people or issues in the SDG agenda. By providing programming solely along the lines of 'girls (and boys)', in a non-trans inclusive way, the specific inequalities that LGBT+ people face are obscured and perpetuated. The research needs to be considerate of how to bring about gender equality that can be sensitive to the needs of non-binary people, and also recognises how to navigate these issues in contexts where LGBT+ people are not recognised. The approach to a focus on girls proposes that individuals and communities are the key to achieving women's empowerment, and overlooks the way in which social behaviours, public services, the economic market can reinforce gender inequality. It is foundational to establish the structural, institutional, and social barriers that young people directly and indirectly face according to their gender identity and social status. This can involve the ways that teachers/syllabi can implicitly discourage a girl from pursuing certain careers, lack of citizenship education, or little government funding towards infrastructure to make sexual health clinics more accessible. Therefore, it is necessary to seek out the implications of a gender equality Goal that foregoes an understanding of gender as relational and maintained by political and economic institutions. Alongside this, the research must seek out how a neoliberal context has shaped this thinking, where these ideas came from, and who benefits from this thinking. Perhaps, the 'leave no one behind' approach -seeking to include the most marginalised people - is interpreted as a focus on individuals as opposed to changing the institutions (education, health, employment) which fail to be inclusive of all people. As to understand how the 'leave no one behind' approach frames gender equality, the research could investigate the intention behind the 'leave no one behind', such as how this was formed, what civil society or activist actors were involved in forming the agenda, and who decides who is the 'most left behind'. This is not to say that there are no examples of good practice pertaining to promoting gender equality amongst adolescents. This research must look into the ways that young people of all genders have benefitted from previous development interventions and how this practice can be applied to SDG-based programmes and policy. In pointing out the aforementioned issues of focusing on girls, the research can point to alternative ways of bringing about gender equality which is long lasting and positively impacts people of all genders and ages. Most notably is how young people of all genders conceive of gender inequity in their communities and the attempts to alleviate this.

对年轻妇女和女孩的“投资”已成为许多发展行为者普遍关注的焦点，他们的想法是，例如，提高她们的入学率可以改善她们的福祉和社会地位，推迟结婚，这可以实现性别平等。可持续发展目标(SDGs)也表明了这一做法，例如在其关于两性平等和增强妇女权能的目标5中。这一目标通过呼吁两性平等进入机构(如教育、工作、保健)和妇女在决策过程中的平等代表权来解决这些问题。然而，这种对性别平等的理解排除了男子和男孩在维持两性不平等和面临自身障碍方面的作用，例如成为经济提供者的社会压力。在全球南方的背景下，男子气概往往被同质化为暴力或压迫，在这些接近性别平等的背景下。在这项研究中，关键是要了解以前以女孩为重点的发展方案对男孩的定位和影响，以及这是否最终维持了性别不平等。值得注意的是，SDG议程中没有明确提到LGBT+的人或问题。通过以一种非跨性别包容性的方式，只按照“女孩(和男孩)”的方式提供节目，LGBT+人群面临的具体不平等被掩盖和永久存在。这项研究需要考虑如何实现对非二元人群的需求敏感的性别平等，并认识到如何在LGBT+人群不被认可的情况下解决这些问题。以女孩为重点的做法提出，个人和社区是实现妇女赋权的关键，而忽视了社会行为、公共服务和经济市场能够加强性别不平等的方式。根据年轻人的性别认同和社会地位，建立他们直接和间接面临的结构性、体制性和社会性障碍是至关重要的。这可能涉及教师/教学大纲可能暗中阻碍女孩追求某些职业、缺乏公民教育或政府对基础设施的资助很少，从而使性健康诊所更容易获得。因此，有必要寻求性别平等目标的影响，因为它放弃了对性别关系的理解，并由政治和经济机构维持。除此之外，研究还必须找出新自由主义背景是如何塑造这种思维的，这些想法是从哪里来的，以及谁从这种思维中受益。也许，“不让任何人掉队”的做法--寻求将最边缘化的人包括在内--被解读为关注个人，而不是改变未能包容所有人的制度(教育、医疗、就业)。至于理解“不让任何人掉队”的做法如何框定性别平等，这项研究可以调查“不让任何人掉队”背后的意图，例如这是如何形成的，哪些民间社会或激进行为者参与了议程的形成，以及谁决定谁是“最落后的人”。这并不是说在促进青少年两性平等方面没有良好做法的例子。这项研究必须探讨所有性别的青年如何从以前的发展干预措施中受益，以及如何将这种做法应用于基于可持续发展目标的方案和政策。在指出以女孩为重点的上述问题时，这项研究可以指出实现性别平等的其他方式，这是持久的，对所有性别和年龄的人都有积极影响。最值得注意的是，不分性别的年轻人如何看待他们所在社区的性别不平等，并试图缓解这种不平等。