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