RECOMMENDATIONS / TIPS

The words ‘heroine’ and ‘hero’ are perceived differently in different societies. Be aware of this and take care to introduce the meaning carefully; it may be useful to underline that heroines and heroes are role models.

At point 5 in the instructions you should accept all contributions from the small groups and write everything onto the flip chart.

If someone suggests terms like “feminine” or “masculine” you should accept them at this stage and return to them in the debriefing when you should discuss the meanings of these words.

Depending on the target group and context, it may help people make links with human rights if you ask the participants to identify human rights heroines and heroes (defenders / activists / people who, in their opinion, have made a change in their country or the world). You could then go on to discuss the development of human rights, the influence of human rights on local, regional and international law, and the dilemmas.

This is a good activity to do in a multicultural setting because the cultural element becomes more apparent. Mix the groups and tell the participants that the heroines and heroes may be either from their present country of residence or from their country of origin.

When working with younger groups it is likely that you will want to work with other types of heroines and heroes, for example, characters in comic books and films, pop, film and sports celebrities. You could start the session reading comics and then brainstorm the characteristics of the characters. Alternatively, you could put up posters of pop or sports stars and ask people to write speech bubbles or add drawings. If you leave the question, “who are your heroines and heroes?” completely open, you may find some interesting surprises that make for fruitful discussion. For instance, people name their parents, Yuri Gagarine, Hello Kitty, Nelson Mandela or Beethoven!

Ask the participants individually to choose two people they admire greatly, without telling them that they should choose one female and one male. In the debriefing ask them to count whether there are more men than women or more women than men in their lists. Ask the participants if this is of any significance.

You should make sure you know the following definitions:

• A ‘stereotype’ is an oversimplified, generalised and often unconscious preconception about people or ideas that may lead to prejudice and discrimination. It is a generalisation in which characteristics possessed by a part of the group are extended to the group as a whole. For example, Italians love opera, Russians love ballet and people who are black come from Africa.
• When roles are attributed to women or men or there are expectations about how they should behave because of their gender, it is called ‘gender stereotyping’.
• There may be confusion about the words, sex and gender. Sex refers to the biological differences between men and women, which are universal and do not change. Gender refers to social attributes that are learned or acquired during socialisation as a member of a given community.
• Gender therefore refers to the socially given attributes, roles, activities, responsibilities and needs connected with being men (masculine) and women (feminine) in a given society at a given time, and as a member of a specific community within that society.

REFERENCES

Compass: Manual for Human Rights Education with Young People, Council of Europe: http://www.coe.int/en/web/compass