Gender and the Sustainable Development Goals: Infrastructure, Empowerment 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