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1.4Lessons LearnedThe examples outlined above show that positive approaches are clearly emerging to engage men in gender-equality work, although they remain largely small-scale and isolated. The aim of this concluding section is to identify lessons that can be drawn from these efforts, in order to promote more effective practice among development practitioners. It ends with some reflections on the gaps which remain in existing work on men and masculinities and highlights possible areas for future research. 1. Language that leaves men feeling blamed for things they have not done or for things they were taught to do, or feeling guilty for the violence of other men, will alienate men and boys and promote a backlash (Kaufman, 2004:25). Rather than blaming men, we need to engage them with positive messages. For example, White Ribbon posters attempt to affirm the positive, reaching out to men with messages like “You have the power to end violence against women in your community”. 2. As well as reaching men with positive messages, it is important to identity existing gender-equitable behaviours among men and build upon these. Those men that stand up as advocates for women are at times ridiculed and are often lonely voices – more efforts should be made to support and connect them (Lang, 2003). 3. Gender training should be carried out to help men realise that it is okay not to conform to dominant forms of masculinity. While we often hold men responsible for what we see as negative behaviour towards women, some men do this mainly because they fear ridicule if they don’t conform, usually from their peers but from women too. This leaves them feeling vulnerable and isolated, not knowing to whom to turn to discuss such things. Appropriate gender training could address such issues in such a way as to help men work through their fears, change their behaviour and even perhaps challenge the dominant ways of being men. If they feel their fears are being addressed they may be more willing to listen to women’s fears and engage with them. (For more information about carrying out gender training with boys and men please contact Colette Harris: C.Harris@ids.ac.uk). 4. Programmes should encourage men and boys to understand the oppressive effects of gender inequality on women. For example, campaigns should seek to establish links with women’s organisations, to support these groups, and to encourage men to listen to women’s needs and concerns (Kaufmann, 2004). 5. Interventions that appear to be ‘top down’ or ‘foreign’ have a high likelihood of failure. Instead, programmes should work from the ground up, identifying local traditions, norms and masculine characteristics that are conducive to ending violence (Lang, 2003). 6. Programmes must address men’s particular needs and concerns. For example, sexual and reproductive health services should become more ‘male-friendly’ – by having male-only nights, separate entrances or waiting areas, hiring more male clinic staff, offering free condoms, and training staff to treat male patients with sensitivity. 7. Working with youth is crucial. Adolescence is a time when attitudes and values about ‘correct’ behaviours are often learned and internalised. It is also the time when young men are most receptive to more equitable versions of masculinity and to more informed perspectives regarding their roles and responsibilities in reproductive health and intimate relationships (Khan et al., 2005). Work within schools is important, including revising the curriculum to make it more gender-equitable (Morrell, 2003). 8. It is important to identify effective messengers (Ruxton, 2004). In Pakistan, for example, EngenderHealth trained barbers to provide messages to male clients on family planning and reproductive health (Mehta et al., in Ruxton, 2004). Male youth may be more receptive to messages if they are communicated via celebrities. However, care must be taken to avoid perpetuating ‘macho’ stereotypes which may further entrench destructive gender norms and hierarchies. 9. Reach men where they are. Rather than creating new venues within which to engage men, interventions should target the areas where men already congregate – such as at sporting or religious events, or at bars or cafes (Mehta et al., in Ruxton, 2004). 10. Draw on men’s sense of responsibility and positive engagement as fathers (Barker, 2005b). This requires that we listen to the voices of fathers, recognise their own needs and interests, and make it clear how men themselves will benefit when they are actively engaged as fathers. 11. Provide spaces where men can meet in private. This makes it more likely that they will lower their guard and express their anxieties and vulnerabilities. 12. Particular attention to the sexual and reproductive health needs of men who have sex with men (MSM) – including those in the sex industry – is urgently required. Interventions are needed to improve awareness of HIV transmission and prevention among MSM and to increase use of STI/HIV services, as well as to reduce stigma and discrimination towards sex between men. It is also crucial that service providers are sensitised to the needs of MSM and are trained to provide non-judgemental advice. 13. Scale-up and engage the public sector. Most existing initiatives are being carried out by NGOs which limits the number of young men who can be reached. Promising examples of engaging the public sector include MAP’s collaboration with the South African armed forces and the police (Barker and Ricardo, 2005). 14. Better evaluation of existing efforts to engage men is required. It is essential that we develop ways to measure changes in men’s attitudes and behaviours. Such evaluation is vital, both to refine programme approaches and for advocacy purposes – to prove to decision-makers that men’s attitudes can change (Barker and Ricardo, 2005). 15. Development institutions should develop work with men by building more equitable institutional cultures and practices. Senior managers, particularly men, must be encouraged to become visible advocates of gender equality. This is key to changing the attitudes of staff members who may be unsure about new gender policies (Lang in Ruxton, 2004). 16. Development organisations should lead by example by providing organisational support for family-friendly working practices – such as generous policies on paternity and maternity leave, flexible working hours for both women and men, and childcare provision (with both male and female staff). This demonstrates that gender-equitable behaviour at the household level is encouraged (Lang in Ruxton 2004). |