INTERSECTIONALITY RESOURCE GUIDE AND TOOLKIT
An Intersectional Approach to Leave No One Behind
1
There is growing recognition that structural barriers and rising inequalities must be addressed in order to achieve the goals of the 2030 Agenda and the pledge to leave no one behind. The COVID-19 crisis has amplified this need as those experiencing intersectional discrimination face disproportionate impacts in terms of access to health care, risk of violence, unemployment and wellbeing.
Intersectionality can go a long way towards addressing these inequalities. With growing recognition that failure to address complex social systems and identities can obscure or deny the human rights protections due to all, it is crucial to design programmes and policies that effectively address not only discrimination based on disability but the situation of those affected by all forms of compounded and intersecting forms of discrimination. This does not require an ‘add and stir’ approach, but rather a full shift in mindset: one that is willing to sit with the discomfort that comes with exploring the relational nature of power and discrimination both within and beyond UN systems.
The Resource Guide and Toolkit has been developed to help both organizations and individual practitioners and experts to address intersectionality in policies and in programmes. It may be used by individuals or teams to assess their own knowledge, attitudes and practice, at a programme level as a supplement to existing design, adaptation and assessment processes or at policy level to better understand and address the different and intersecting effects of policy on marginalised persons.
This Resource Guide and Toolkit is the result of a collaborative effort between UN Women, UNPRPD, Members of Civil Society Advisory Group including the International Disability Alliance and its Community of Practice members, and inter-Agency joint project partners. The content herein has been greatly benefited and enhanced by the expertise and perspectives of diverse persons from the disability movement across the globe. Their experience, insights and comments helped significantly in finalizing the product.
Intersectionality Series Editor: Abul Hasnat Monjurul Kabir, UN Coordination Adviser and Global Team Leader, Disability Inclusion and Intersectionality, UN -Women; Intersectionality Consultant: Teresa Thomson; Contributors: Agnes Abukito, Uganda; Christine Kirungi, Uganda; Dalyla J. Pérez Montúfar, Mexico; Dulamsuren Jigjid, Mongolia; Elizabeth Campos Sánchez, Peru; George Khoury, Lebanon; Amba Salelkar, Kavita Nair, India; Krishita Adhikari, Nepal; Peter Ochieng, Uganda; Pirkko Mahalmaki, Finland; Matilda Apio, Uganda; Nisu Adhikaiji, Rosario Galarza, Peru; Tungi Mwanjala, Tanzania; Yana Zayed, Palestine. Production Support: Priyanka Narahari, Gerado Franco ( UN -Women).
Peer Reviewers: Christian Courtis, OHCHR, Alessandro Di Rosa, Megan T Tucker, Rosanne Wong, Omar Robles UNICEF; Monjurul Kabir, UN -Women; Amanda McRae, Women Enabled International; Dale Buscher, Women’s Refugee Commission; Diana Hiscock, HelpAge International; Hannah Loryman, Sightsavers; Kathy Al Ju’beh, CBM Global; Rosario Galarza, International Disability Alliance; Sebastien Fahrni and the UN North Macedonia Country Team; Ola Abualghaib and Sreerupa Mitra, UNPRPD; Tatiana Cernomorit and the UN Moldova Country Team
Peer Assist for piloting: Participating members of the UN Inter-agency joint project Group, UN Moldova and North Macedonia Country Teams for their help in validating, piloting, testing and reviewing the toolkit.
Participating Agencies as part of UNPRPD funded Joint Programme: OHCHR; UNDESA; UNICEF; UNFPA; and UN - Women [Coordinating and Management Entity for the Joint Programme].
5Since their beginnings, human rights frameworks have formed the bedrock of the United Nations system; however, structural forms of inequality continue to pervade and prevent equality for all. In recognition of this, world leaders agreed to the 2030 Agenda for Sustainable Development; 17 goals and 169 targets that set out to eradicate poverty, end discrimination and commit to an equitable future. The need has become more urgent in the context of COVID-19, as the UN System and Member States respond to a crisis that has brought systemic inequality to the fore and disproportionately impacted the lives of persons with disabilities and others already marginalised by systems of oppression such as patriarchy, ableism, racism, ageism, colonialism and imperialism.
Intersectionality offers a new way of thinking about these complexities. It is not an ‘add and stir’ approach nor does it “provide definitive answers to social problems”; rather, it reframes our understanding of marginalisation and “creates spaces for reflexive consideration and critical engagement.” 1 Applying an intersectional lens helps connect human rights to the multiple forms of discrimination that people experience. It is essential to achieve equal outcomes for all in global efforts to fulfil the pledge to leave no one behind.
1: Henne, Kathryn, (2013, December). “From the Academy to the UN and Back Again: The Travelling Politics of Intersectionality”, p.1 Intersections: Gender and Sexuality in Asia and the Pacific, Issue 33.
This Resource Guide and Toolkit emerged from an identified need to use an intersectional approach that included people with disabilities in all their diversity in the development, implementation and evaluation of policies, programmes, advocacy and inter-governmental processes. However, the authors and collaborators realised that an effective intersectionality resource needed to go beyond a focus on specific intersecting identities, such as disability and gender, as this would still exclude those who are most marginalised. Consequently, this toolkit is framed around a set of core intersectionality enablers, including diverse knowledges, power relations and reflexivity, in order to address the “multi-level interacting social locations, forces, factors and power structures that shape and influence human life.” 2
The Resource Guide and Toolkit is the result of an inter-agency joint project between UN Women, UN DESA, UNICEF, UNFPA and OHCHR and supported by the UNPRPD. A Civil Society Advisory Group (ADD International, CBM Global, Creating Resources for Empowerment in Action (CREA), HelpAge International, International Disability Alliance, Sightsavers, Water Aid, Women’s Refugee Commission, Women Enabled International) was formed to ensure reflection of diverse views throughout the toolkit development process. An intersectional approach was used to steer toolkit development. In particular, we thank the International Disability Alliance and its Community of Practice members for their support in co-designing of the toolkit. The content herein has been greatly benefited and enhanced by the expertise and perspectives of diverse persons from the disability movement across the globe. Their experience, insights and comments informed the ultimate direction and approach of the toolkit. The toolkit was also informed by among key partners, members of diverse groups, and thematic experts and desk review of existing resources and best practices.
This Resource Guide and Toolkit offers a starting point for those wishing to deepen their understanding and apply an intersectional approach to their work. It aims to provide conceptual clarity, a practical framework and tools for reducing compounded and intersecting inequalities faced by people experiencing diverse and compounded forms of discrimination. Its purpose is to:
The Resource Guide and Toolkit:
2: Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
Is designed to be integrated within existing work, processes and tools (including Common Country Analyses and UN Sustainable Development Cooperation Frameworks).
7The Resource Guide and Toolkit is for practitioners, policy makers, experts, and advocates. The intended user for the project is UN Country Teams (UNCT) and colleagues across the UN system working to support Member States. However, it is applicable to any individual, civil society, government or private sector entity seeking to apply an intersectional lens to their work.
Intersectionality is an approach, a mindset; not a mere toolkit. It is a way of thinking, reflecting and working.
Transformative change begins where ‘the individual and system meet’ and intersectionality must be addressed through a process that focuses on self-reflection, relationships and contexts. 3 The effectiveness of an intersectional approach depends on how willing the user is to challenge themselves and interrogate their own attitudes and ways of working and cannot be achieved via checklists or prescriptive processes. With this mindset the user will be able to then apply the enablers and action framework across their existing work processes, whether this is at policy, programmatic or institutional level.
3: Westley F., Zimmerman B., and Patton M., (2006). Getting to Maybe. Toronto: Random of House of Canada Limited.
Guide to Resource Guide and Toolkit sections
SECTION 3 Intersectionality in practice: An action framework to apply an intersectional approach at any stage in a process (analyse, adapt, assess). Practical examples are given for how the eight intersectionality enablers may be applied at each stage.
Underscores the importance and relevance of intersectionality to human rights
Frames intersectionality within UN Conventions and other normative frameworks
Originally coined by Kimberlé Crenshaw in 1989, intersectionality has gained popularity and is often discussed as a theory, methodology, paradigm, lens or framework. Many different definitions have been proposed, largely by academics and policymakers, and rarely by those most negatively impacted by it. 4
It recognises that people’s lives are shaped by their identities, relationships and social factors. These combine to create intersecting forms of privilege and oppression depending on a person’s context and existing power structures such as patriarchy, ableism, colonialism, imperialism, homophobia and racism. 5
It is important to remember the transformative potential of intersectionality, which extends beyond merely a focus on the impact of intersecting identities. Crenshaw herself admits that she is “amazed at how it gets over and under-used,” describing many applications as “just multiplying identity categories rather than constituting a structural analysis or a political critique.” 6
5: Hankivsky, O. (Ed.), (2014). Intersectionality 101. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
6: Berger, M. T., and Guidroz, K., (2009). “A conversation with founding scholars of intersectionality Kimberlé Crenshaw, Nira Yuval- Davis, and Michelle Fine”. In Berger, M. T., and Guidroz, K. (Eds.), The Intersectional Approach: Transforming the Academy through Race, Class, & Gender (pp.61-78). Chapel Hill, NC: University of North Carolina Press.
The original design is adapted from The Equality Institute’s version of the Intersctionality wheel
9Table 1: What intersectionality is and isn’t*
An intersectional lens is required to reach the furthest behind first and achieve:
Without an intersectional approach, the global pledge to leave no one behind will remain aspirational. Understanding the importance of intersectionality will lead us to ask ourselves who is left behind, why and under what circumstances.
It identifies hidden structural barriers and supports an understanding of how individual experiences differ, even within already marginalised or underrepresented groups. Failure to examine these elements risks to undermine the achievement of the 2030 Agenda and the perpetuation of intersectional inequalities.
10Table 2: Intersectional discrimination and rights violations
In recent decades intersectionality has gained significant traction particularly in the context of international human rights law. The Convention on the Rights of Persons with Disabilities (2006) was the first human rights treaty to recognise multiple and intersecting forms of discrimination and defined this further in General Comment No. 6 on Equality and Non-Discrimination. Increasingly, other non-binding instruments/recommendations are also referring to multiple discrimination. 14
11Table 3: Human rights instruments
7: Bouchard, J. and Meyer-Bisch, P., (2016). “Intersectionality and Interdependence of Human Rights: Same or Different?”. The Equal Rights Review, Vol. 16, pp.194-201.
9: Human Rights Watch, (2018, February). They Want Docile: How Nursing Homes in the United States Overmedicate People with Dementia.
10: Acharya, R., Sabarwal, S., & Jejeebhoy, S., (2012) “Women’s Empowerment and Forced Sex within Marriage in Rural India”, Economic and Political Weekly. Vol. 47, Issue 2, pp. 65-69.
11: Bouchard, J. and Meyer-Bisch, P., (2016). “Intersectionality and Interdependence of Human Rights: Same or Different?”. The Equal Rights Review, Vol. 16, pp.194-201.
“Intersectional discrimination” occurs when a person with a disability or associated to disability suffers discrimination of any form on the basis of disability, combined with colour, sex, language, religion, ethnic, gender or other status. Intersectional discrimination can appear as direct or indirect discrimination, denial of reasonable accommodation or harassment. For example, while denial of access to general health-related information due to inaccessible format affects all persons on the basis of disability, the denial to a blind woman of access to family planning services restricts her rights based on the intersection of her gender and disability... States parties must address multiple and intersectional discrimination against persons with disabilities.”
12Intersectionality connects these international human rights instruments through one lens, helping us to recognise how experiences of multiple discrimination are not discrete. It is a tool for equity that supports contextual approaches to development and rejects the ‘one-size fits’ all programmatic approach cautioned against by the UN Special Rapporteur on Violence Against Women. 15
- Mrs Rashida Manjoo, United Nations
Special Rapporteur on Violence Against Women, Its Causes and Consequences 2012
Applying an intersectional lens helps to connect human rights instruments to address the multiple forms of discrimination that people experience. Only by doing this will we be able to achieve equal outcomes for all.
Outlines the key enablers that underpin an intersectional approach for users. Enablers are used to analyze and understand context, adopt corresponding initiatives, etc.
Examine your own unconscious biases, beliefs, judgements and practices, as well as those of your organisation, and how these may influence how you work and engage with others. Don’t take your assumptions for granted.
Do I critically reflect on how my biases, attitudes and beliefs influence my opinions and actions? How does my privilege directly or indirectly disadvantage others? What can I do to address this?
Respect and uphold the dignity, choice and autonomy of all people. This cannot be assumed on behalf of others and decision-making cannot be substituted.
Who has independence and who doesn’t? Who shares their perspectives and who doesn’t?
Who has full control over how they live their life and who doesn’t?
Take a universal design approach, ensuring accessibility and reasonable accommodation.*
Have you asked people what they need to participate? Have you removed physical, transportation, information and communication barriers or provided reasonable alternatives? Have you addressed attitudinal, environmental and institutional barriers?
Universal design means the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialised design. Universal design shall not exclude assistive devices for particular groups of persons with disabilities where this is needed.
*Source: UNCRPD. Also, CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020, November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
14Prioritise and learn from people with diverse forms of knowledge who are typically excluded from ‘expert’ roles. There is a relationship between power and knowledge production and design.
How do we know what we think we know? Who told us? Who has not been consulted?
Consider how diverse identities interact to create unique social effects that vary according to time and place. Identities are not singular and distinct, nor are they additive.
What are the intersecting identities of the people we engage with? Who is missing?
Be aware of and challenge relational power, including our own. People may experience power in one context/ time and oppression in another.
Who holds power and in what circumstances? Who makes decisions? How are they accountable?
Recognise the influence of time and space. Nothing is static, privilege and disadvantage are fluid and influenced by our social positioning and location.
Does privilege look different in this location? Across different generations?
Does discrimination look different in this location? Across different generations?
Includes key questions, case studies and good practice examples to support more practical guidance
Links to relevant tools from the toolbox in Section 4, as well as further resources to support you
To apply an intersectional lens to policies and programmes and operational support we need to think holistically about what we are trying to change and how we are trying to change it. The below framework helps us to support the empowerment of those experiencing intersectional discrimination, realise rights and challenge unequal power relations. 16 It expresses how change happens across two primary dimensions. The first is across individual through to collective or systemic levels, at all levels of society. The second is across all visible and invisible forms of power; from social norms and exclusionary practices through to formal laws and policies.
The top two domains map the individual, family and community level elements, while the bottom two are systemic. The domains on the right map the formal and tangible while the left domains cover the informal, intangible elements. An effective – and intersectional – policy or programme will interrogate the relationships between each of the four domains.
The top left domain considers agency, commitment, knowledge and skills needed for equality. The top right domain is about access to and control over resources and opportunities. The bottom right domain considers laws, policies, programmes, resource allocation and accountability mechanisms; these are the visible rules that govern changes in terms of equality. The bottom left domain is often least considered (with the exception of some gender equality-focused programming) and considers the impact of social norms, attitudes, exclusionary practices on progress towards intersectional equality.
Sometimes working in one domain will lead to change in others, for example:
But this doesn’t always happen:
16: Adapted from Rao, A. and Kelleher, D., (2005, July). “Is there life after gender mainstreaming?” , Gender and Development, Vol. 13, No. 2.
This framework should be applied dynamically, according to context and never as a checklist. This framework can be used to integrate an intersectional approach within existing tools and at various stages of a process.
Analysis: identifying the gaps and determining a pathway for change specific to the context
Adaptation: designing and implementing interventions that follow the determined pathway
Assessment: understanding what changes have happened and what still needs to be done
How will the policy, programme or action affect those experiencing intersectional discrimination? How will it promote equality and address discrimination?
Table 4: Analysing initiatives using the intersectionality enablers
18Intersectionality recognises that we all bring personal values, interests and beliefs based on our own unique lived experiences. The first step in any intersectional approach then is to explicitly reflect on and address our own power and subjectivity. You should consider:
This activity will help you to reflect on your own subjectivity and assumptions in this process.
For an in-depth discussion on power and its central role in intersectional analysis, see Hankivsky, O., & Cormier, R. Intersectionality: Moving Women’s Health Research and Policy Forward: https://tinyurl.com/y47827xl21
The next phase of analysis is to begin to define the problem or issue your intervention seeks to address, and explore who is affected by this issue, in what ways. By using a reflective, participatory and collaborative process you can begin to develop a more robust picture of the issue and uncover any assumptions, missing target populations or inequalities that are being reinforced.
What is the issue or problem that the policy, programme or action is aiming to address?
How has the framing of the problem changed over time or across different places?
How were these identified? By whom? What actions are proposed?
Are any unequal power dynamics identified? For example, what is the relationship between implementer and end-users?
Who has responded to the problem and how? For example, how have governments and affected populations/communities responded?
What are current responses trying to achieve? Do they focus on specific target groups? Who is part of the proposed intervention?
Who is positioned to influence and implement the intervention?
What role can diverse communities play in these interventions? How will they be meaningfully engaged and supported to provide input into the design, implementation, and evaluation of interventions and policies? 17
Tool 2: Key considerations for creating safe spaces
REMINDER to consider who is defining the problem and who is answering these questions. Who is not answering these questions but should be?
“The way I try to understand the interconnection of all forms of subordination is through a method I call ‘the other question’. When I see something that looks racist I ask ‘Where is the patriarchy in this?’
17: Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
Tool 3: Intersectional context analysis
This tool provides a list of questions that you may need to consider to understand intersectionality in any given policy or programme setting. The questions should be contextualised, adapted and added to. They may also be used to supplement existing frameworks (see, for example, PRPD Country Situational Analysis Guidance) and ensure that analysis – and subsequent adaptation – really explores the specific intersecting forms of discrimination experienced in a particular context. You may not be able to answer all the questions; cover what is possible in each context and note where further investigation or analysis is required.
Table 5: Examples of how to apply intersectional enablers at the Analysis step:
18: Ruderman report, critical analysis of the report: https://docs.google.com/document/d/117eoVeJVP594L6-1bgL8zpZ- rzgojfsveJwcWuHpkNcs/edit? fbclid=IwAR0p3Zc8KN6wxcyLuJP64dLtjSjNzGf2KNjbw4e0uFB4gXloKtWq2dvhSpw
Social norms and gender biases are present in everybody, consciously or unconsciously. Therefore, it is relevant to work to deconstruct these biases in everyone involved in the inclusion of women and girls with disabilities, including themselves.
In Ethiopia, although an established and recognised organisation had developed an in-depth gender assessment with some disability-sensitive dimension, it turned out only six men and one boy with disabilities had participated in activities. The study mentioned the general perception people hold on disability, exclusion and stigma, and how women and girls with disabilities faced obstacles to marriage or lacked companionship. Bridging the Gap-II (BtG-II) has supported this organisation in designing adequate terms of reference and activities for the given project, to strengthen the inclusion of women with disabilities, presenting them as active members of society.
In Sudan, one of the localities in North Kordofan did not let any representative of women with disabilities participate in the trainings because the community belonged to an ethnic minority which does not allow women to participate in public activities. To minimise the impact of social and gender biases, BtG-II has organised trainings and consultative workshops in Sudan for government officials, OPDs and other stakeholders on inclusion of disability rights and a gender perspective in legal and policy frameworks, together with awareness-raising sessions to change the negative attitudes and social norms towards women and girls with disabilities.
“The society of Burkina Faso tends to think that we, the disabled, do not have the right to be part of this society. We (the disabled) are not trusted because they think we do not have skills.” President of UNAFEHB, Burkina Faso.
Source: Mayher, Cristina Lopez, (2021, April). Bridging the Gap II. The Empowerment of Women and Girls with Disabilities. Brussels: European Union.
Through a UNPRPD joint programme, national guidelines and a toolkit for GBV prevention were developed in Timor-Leste, and ADTL (umbrella OPD), the Community Based Rehabilitation Network (CBRN) and 10 lead facilitators including facilitators with disabilities held training on the toolkit for prevention of GBV to service providers in Dili in the justice, health, and social services sectors. Recognising the inter-sectional dimensions of disability and gender, OPDs (ADTL and CBRN-TL) participated in the national Gender Coordination Group meeting facilitated by the Secretary of State for Equality and Inclusion and UN Women in February 2020.
Two OPD members are also representatives of the EU -UN Spotlight Initiative National Civil Society Reference Group, which was established in 2020 and ensures OPD voices are included in national mainstream efforts to address GBV.
Towards ensuring the sustainability of engagement of women with disabilities, the UN has included support to OPDs in advancing disability-inclusive services for survivors of violence and capacity strengthening of OPDs in joint UN projects, such as the EU -UN Spotlight Initiative (involving UN Women, UNFPA, UNICEF, UNDP and ILO), and the UN -KOICA Together for Equality Project (led by UN Women, with UNDP, UNFPA and IOM). OPDs have been involved in the design and governance mechanisms of these initiatives, reaffirming the investment in engagement and capacity of persons with disabilities in development efforts.
Source: UNPRPD, Empower for Change – Reducing violence and discrimination against women and children with disabilities in Timor-Leste. Programme Report available at http://www.unprpd.org/our-programmes/76
The second step is to take the understanding gained in the analysis step and adapt the policy, programme or action. This is a vital step in turning the understanding gained via the first step into collective action. Many issues may have been identified in the first step and this second step aims to determine if and how action is to be taken on any of these issues.
Tool 4: Analysis to adaptation
Table 6: Adapting initiatives using the intersectionality enablers
24
TIP/GUIDANCE ON INCLUSIVE BUDGETING
“The budget is the government’s most important economic policy document. A carefully developed, implemented and evaluated budget is central to the realisation of all rights.”
During the Workers’ Party administration between 2001 and 2004, the government of São Paulo introduced ‘segment’ delegates to participatory budget councils, in addition to territorial and thematic representatives. These delegates represented nine target groups: Afro-Brazilians, elderly people, children and adolescents, youth, the lesbian, gay, bisexual and transgender (LGBT) community, women, indigenous groups, homeless people and people with disabilities. Most of the proposals and decisions made in the participatory budgeting forums and council meetings were implemented. 19
19: Silver, H., Scott, A., and Kazepov, Y., (2010, September). “Participation in Urban Contention and Deliberation”. In International Journal of Urban and Regional Research, Vol.34, Issue 3, pp. 453-477.
Table 7: Examples of how to apply intersectional enablers at the Adaptation step:
26Case study 1: Resourcing for full accessibility is essential for addressing intersectionality
Implementation usually requires adapting or adding actions to the original design scheme, as there are unexpected events and elements to take into consideration. To achieve this, activities must offer space, both in terms of resources and timing, to implement such modifications and really offer valuable interventions for women and girls with disabilities.
In Ethiopia, training for women with disabilities was provided taking into consideration the diversity of the group. Two deaf trainees were assigned a sign language interpreter, and facilitators paced themselves to give time for interpretation. The venue was made accessible to those with physical disability. The trainings didn’t have PowerPoint or other written materials accommodating people with low literacy. When videos were played, facilitators narrated what was shown to make it relatable to all participants. A woman from Somalia spoke a different language than those of the facilitators. Thanks to the available resources, organisers brought in a Somali interpreter the second day and have been availing that service to the participant in all other trainings.
Similarly, in Burkina Faso, BtG-II ensured that the diversity of women and girls with disabilities could participate in the activities, by providing assistants for those who needed it, and offering translation into sign language. The translation of documents into Braille was in progress at the time of the elaboration
Source: Mayher, Cristina Lopez, (2021, April). Bridging the Gap II. The Empowerment of Women and Girls with Disabilities. Brussels: European Union.
In Zimbabwe, the UNPRPD supported joint UN programme-generated knowledge and evidence on Interface of Disability Culture and Gender in Zimbabwe: Perspectives from communities to assess discrimination experienced by women and girls with disabilities and mapped “Aspirations of Women and Girls with Disabilities”. These have become key tools for raising awareness on the CRPD and an entry point for dialogue on the status of women and girls with disabilities in Zimbabwe. This resource material was used to inform the Zimbabwe CCA development processes and was noted as a key reference document. Deaf Women Included – an OPD that seeks to represent deaf women and promote gender-responsive approaches – was selected to be the main contractor to undertake the UNPRPD activity on development of a Sign Language Manual of Court Usage.
27Case study 3: Positioning beneficiaries as programme leaders
When evaluators were investigating the working conditions and experiences of women in domestic service in Asia, they found that the intervention was designed and led by the women who were the primary beneficiaries. However, this situation had to be fought for by the programme designer who was working with certain stakeholder groups who saw themselves as the most appropriate spokespersons for the women ( e.g. , employment agents). Working with care, the programme manager persuaded these stakeholders of the importance of hearing the voices of the beneficiaries and the possible gains to be made by positioning them as leaders. Once convinced, these gatekeepers became very supportive and became advocates of the process in other intervention sites.
Source: Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality, Environments and Marginalised Voices (ISE4GEMs): A new approach for the SDG era. New York: UN Women Headquarters.
One organisation, Pinoy Deaf Rainbow, focuses on capacity building for diverse SOGIESC people who are deaf by providing leadership skills training and human rights advocacy. Pinoy Deaf Rainbow also partners with organisations to increase the organisation’s ability to provide accessible HIV-awareness workshops and be inclusive of deaf people with diverse SOGIESC.
Respondents shared how two-way capacity building and being invited, or inviting others, to join meetings alongside people or organisations who were at the intersection, such as HIV-oriented organisations, were good entry points to explore how people with disabilities with diverse SOGIESC could be better supported by organisations. Being invited to the table to discuss anti-discrimination laws and policies was described as a good opportunity to increase awareness of people at the intersection.
One interviewee who is a person with disability and diverse SOGIESC described how their confidence was built when they were involved in training and capacity-building activities or observed others nominated to positions of leadership. This enabled them to have more of a voice, and led to peer-development opportunities. It was noted that when staff at organisations were open as being a person with disability with diverse SOGIESC the organisation itself became more accepting and understanding of people at this intersection. The feminist movement was described as a model that was drawn upon to help facilitate this inclusion of people at the intersection.
Source: Edge Effect, CBM-Nossal Institute, (2020, May). Out of the Margins: An intersectional analysis of disability and diverse sexual orientation, gender identity, expression and sex characteristics in humanitarian and development contexts. Canberra.
28As at all stages, critical self-reflection is essential to achieving the goals of an intersectional approach. Before embarking on a learning or evaluative process it is important that the evaluator/practitioner again considers their own personal history, characteristics and experiences of discrimination and academic training and how these relate to the process at hand.
Table 8: Assessing initiatives using the intersectionality enablers
29Questions to reflect on could include, for example:
How is your involvement, knowledge and expertise perceived by others?
How is knowledge shared if knowledge is viewed as an imposition?
What else do you need to take responsibility for? What are your interpretations and understanding of your role in this (complex) setting? 20
Do you know the community or context ‘well enough’ to link this learning with positive action?
Telling it like it is, to the right people. Practitioners must identify people in the community to engage in the learning process and be honest throughout.
The importance of kanohi kit e kanohi (being present) and kanohi kitea (the seen face). Practitioners must be present and face to face with the people.
Being knowledgeable about the history of research in this community. Practitioners need to be aware of the history of legislation, policy, discrimination and oppression, as well as the community’s cultural legacy.
Whakaiti means being humble, not standing out from the crowd. Practitioners should acknowledge that their knowledge is limited, and they are eager to learn from the community members.
Whakahihi is the opposite, being boastful or bragging. Practitioners should not appear boastful or self-praising.
20: Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality, Environments and Marginalised Voices (ISE4GEMs): A new approach for the SDG era. New York: UN Women Headquarters.
These Maori scholars provide us with a way of upholding the central intersectionality principle of diverse knowledges and help us think through ways of addressing power differentials that may help with open sharing of life experiences. 21
An intersectional approach to data collection again requires acknowledgement of the power dynamics and need for building trust between those collecting data, doing the learning/evaluating and those most marginalised. While the specific methods for data collection are familiar and include observation, key informant interviews, focus groups as well as quantitative and disaggregated data, the difference lies in how you design and collate that information, in collaboration with the people you are collecting the data from.
Refer to Tool 2: Creating safe spaces
What intersectional factors will be measured in the evaluation process? Will they be measured using both qualitative and quantitative methods?
How will affected communities be meaningfully engaged in assessing the reduction of inequalities?
What are other ways of knowing ( e.g. , experiential, practical, symbolic) and how can you ensure these are part of the assessment?
What are the major areas of discrimination and disadvantage?
21: Adapted from Cram et al. (2004) cited in Mertens, D., (2009). Transformative Research and Evaluation. New York: Guilford Press, pp. 73-75.
What are the results that go beyond practical needs and contribute to transformative change, addressing e.g. , social norms?
What is known of the aspirations of those most marginalised?
Is there evidence of any made worse off by the policy, programme or action?
Is there evidence of any who did not participate in the evaluation itself? 22
To illustrate this, consider the popular European fairy tale “Little Red Riding Hood”. A little girl visits her grandmother in the woods. A wolf comes and eats the grandmother, but a hunter comes and chops the wolf open, and the grandmother emerges ‘unharmed’. The story ends with “They all lived happily ever after”. Whose reality is this? Does the wolf agree? Would forest dwellers or proponents of reforestation agree? Has the incident left all those involved without trauma? Who has defined happy in this instance? 23
22: Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
Table 9: Examples of how to apply intersectional principles at the Assessment step:
32Case study 1: Recognising power in the framing of evaluation questions
A study of sexual abuse in a residential school for deaf people provides one poignant example of the misuse of power (Mertens, 1996). “I was contacted by a consulting firm to collect data for a contract they had received from a state’s Department of Education. The consulting firm did not mention sexual abuse in our initial communications; however, I discovered allegations when I asked for a copy of the request for proposals (RFP) and the proposal. The first line of the RFP stated: ‘Because of serious allegations of sexual abuse at the residential school for the deaf, an external evaluator should be brought into the school to systematically study the context of the school.’ When I mentioned this serious issue to the consulting firm contact person they acknowledged it was a problem but suggested we could address it by asking if the curriculum included sex education and if the students could lock their doors at night. I indicated that I thought the problem was more complex than that, but I was willing to go to the school and discuss the evaluation project with the school officials.
“Upon my arrival, I met with the four men who constituted the upper management of the school. For about 30 minutes they talked about the need to look at the curriculum and the administrative structure. They did not mention the topic of sexual abuse. So, I raised the topic, saying, ‘I’m a bit confused. I have been here for about a half hour, and no one has yet mentioned the issue of sexual abuse, which is the basis for the Department of Education’s requirement of an external evaluation.’ After some chair scraping and coughing, one school administrator said, ‘That happened last year, and I am sure if you ask people, they will say that they just want to move on.’ The administrators were correct that the incidents resulting in the termination of the superintendent’s contract and the jailing of two staff members had happened in the spring of the year, and I was there in the fall. I assured them that it was indeed quite possible that some people would say that they would prefer to move on, but it was important for me to ask a wide range of people two questions: What were the factors that allowed the sexual abuse to happen? What would need to be changed in order to reduce the probability that it would recur? I found that there were many answers to these questions, one of which was a desire to not talk about it and move on. However, allowing those with power to frame the questions would have resulted in a continuation of an overall context that had permitted many young deaf people to be seriously psychologically and physically hurt. A different approach to research and evaluation is needed to address the needs of those who have not been adequately represented in these contexts.”
Source: Mertens, D., (2009). Transformative Research and Evaluation. New York: Guilford Press.
Case study 2: Identifying links in different contexts
Applying the ISE4GEM approach in an evaluation of women’s political participation, we were able to identify interesting linkages and inter-relationships between environments and the other gender environments and marginalised voices (GEMs) dimensions. For example, in one country, women participating in an agricultural initiative exercised their political participation when they engaged local authorities on climate change issues that were negatively affecting them. In another country, women were supported to increase their participation in disaster risk management groups, an area where women’s participation in decision making is limited but of increasing importance. In a third country, supporting women to engage and participate in climate change legislation at the local level was identified as an area that required attention. In a fourth country, the enhanced environmental issues that indigenous groups may face were highlighted. An overall finding of the evaluation was that more learning and capacity is needed to understand and address the intersectionality between gender and environments. The simple process of asking informants if they saw a connection between the GEMs dimensions in the context of women’s political participation led to reflection and more explicit awareness of a connection, even if what that connection was or meant for their work was not yet clear.
Source: Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality, Environments and Marginalised Voices (ISE4GEMs): A new approach for the SDG era. New York: UN Women Headquarters.
© UN Women Kyrgyzstan/Meriza Emilbekova
34This is a tool for self-reflection which has been designed for workshop and group meeting settings. It can be used at any point in time but ideally, it should be used at the start of any new initiative as a way to positively influence our approaches and actions from the outset.
Every one of us has multiple, nuanced identities that form our lives. Just as our own identities are complex, so too are those of the people we work with and encounter. Gender, race, disability, ethnicity, age, education – among others – intersect and interact to shape who we are and what challenges and contradictions we confront. Exploring our multiple characteristics in a group setting helps build personal and collective awareness of our respective circumstances.
Since this is a visual-based activity, the facilitator(s) will need to pay attention to ensuring that all visual references are described clearly for any blind and partially-sighted participants. For completing the personal identity exercise (step 4), provide the participant(s) with a sheet of card each suitable for their Braille slate.
Have some support assistants on hand for any participants who may request them.
b. Photocopy for each person an A4 sheet of paper with a pre-drawn flower with 12 petals.
c. Each petal will represent one category, which can include classifications such as: gender, race, ethnicity, language, faith, age group, socioeconomic status, education level, disability, location ( e.g. , urban, sub-urban, rural, remote), relationship status ( e.g. , married, divorced, partnered, single), sexual orientation, citizenship status, housing ( e.g. , owned, rented, subsidised, shelter, camp, none) etc. Therefore, prepare each category on a metacard ready to place on each petal. With the group you will narrow this down to 12 categories, but it is a good idea to prepare a few more than you need and have some spare cards ready for relevant suggestions from the group.
d. The central part of the flower will represent the group’s context for which they will reflect. This is typically the country that the group is based in but can be adapted to suit the scope of the exercise and make-up of the group to reflect other contexts such as a province, community or even a global organisation.
Seat the group in a circle or semi-circle depending on whether you have used the floor or wall to place the large flower. Introduce participants to the purpose of the activity, highlighting that this is a safe space for us all to reflect on who we are and how certain characteristics/identities we possess may enable or hinder not only our everyday lives, but also the lives of others.
Begin the activity by agreeing with the group the context that the activity will focus on ( e.g. , XX country) and write this on the centre circle of the flower. Then agree with the participants the different social characteristics/identities that they would like to explore with regard to the agreed context. The facilitator can kickstart this by suggesting some ideas from the cards already prepared. By the end, each of the 12 petals will have a category stuck to it.
After completing the individual flowers, reflect as a group on questions such as:
a. Have any aspects of your identity changed over the years? If so, what factors influenced those changes?
b. Which identities do you feel you have choice over and which do you feel are decided for you?
c. How have the intersection of your identities affected who you are today?
d. What aspects of your identity do you think have influenced your relationship with others?
By now the facilitator(s) should have created a safe space for participants to openly share their opinions and ideas. Next, go back to the main flower on the wall/floor and go through each category asking the group who they consider as having the most power within the context. (For example, which age group in XX country typically holds the most power?) Once there is consensus, write in these dominant characteristics one by one inside each corresponding petal.
When finished, ask the group to return to their individual flowers and count the number of petals in which their personal characteristics/identities match those noted as dominant characteristics in the big flower. Participants will possess anything from zero to 12 matches.
Ask the group to stand up and reorganise themselves in the chairs according to their number of matches. One end of the circle will represent the highest number and the other the lowest.
Once the participants have found their new seats, ask them to sit down and take a look at the new arrangement. What patterns do they notice?
Facilitate a discussion around questions such as:
a. How does it feel to be where you are placed? Did you expect it? Why/why not?
b. Do you think where you are sitting now provides a realistic reflection of your power status within your context? Why/why not?
c. Are you surprised by where some other people are sitting in relation to you? If so, why?
d. Were you ever conscious of your power and privilege in relation to others before?
e. In the future do you think that you are likely to stay where you are, or move up or down the power ladder? Which characteristics are likely to influence your answer?
f. If you were to change the context, say to your organisation, how different do you think the flower and your position would be?
g. What does this activity tell you about your own power or potential for exercising power? If you now knowingly hold power and privilege over others, how might this influence your everyday life and work? How might you be able to redress the imbalance?
Power is often least visible to the powerful. Those with more power are often comfortable giving an opinion based on ‘gut feeling’ alone. The less power you have the less likely you are to speak without back-up evidence e.g. , gender dynamics mean that women are more likely to feel the need to substantiate their opinions than men.
Those with more power can easily fall into the trap of looking at their power in relation to those more powerful than them (i.e., those not in the room) rather than those less powerful than them. Conversely, people with less power typically acknowledge that there are many more with less power than them.
We are members of more than one community at the same time and so can experience oppression and privilege simultaneously. We have, for example, professional identities and identities as wife or mother. How does this work? A doctor is respected in her profession but may suffer domestic violence at home in her private life. She experiences both privilege and domination at the same time. Intersectionality is an analytical tool for studying, understanding, and responding to the ways in which our identities can intersect and contribute to unique experiences of oppression and privilege. Just as programming that doesn’t specifically address gender or disability inclusion is likely to fail, so too are blunt instruments that slot people into simple categories like ‘poor’, ‘young’, ‘rural’, etc. By reflecting on how these multiple aspects operate in our own lives, we can gain a better sense of ourselves and our relationship to power, and understand how these factors influence others.
This is intended to be a thought-provoking exercise which we encourage participants to continue to contemplate beyond the session. Everyone is urged to constantly check themselves – their beliefs, their judgements, their actions – as they go about their daily lives, and think about what they could do differently or give more consideration to from this point onwards. Reflexivity is a key enabler for addressing intersectionality.
This is a guidance tool for practitioners and facilitators to refer to, especially when preparing for consultations, meetings, interviews, workshops and other forms of engagement. It should also guide how you interact with colleagues within your workplaces.
A safe space is collectively defined by the people in it as somewhere they can be their true selves, without having to ‘filter’ what they share or express but also, without causing further harm and oppression to others in that space. Many people who have suffered discrimination, harassment, abuse or other harms fear the repercussions of speaking out and sharing their experiences due to the power dynamics that have enabled and perpetuated their situation. These experiences and the impact they have on people’s lives often come with pain and deep emotion. Preserving a safe space is therefore critical while working on addressing intersectionality to ensure genuine mutual learning and to mitigate any potential risks.
Think about the factors that influence your personal values, experiences, interests, beliefs, and political commitment and how they relate to social and structural identities ( e.g. , gender identity, race, ethnicity, indigeneity, socioeconomic status, sexuality, disability, age, sexual orientation, immigrant status, faith, etc.) as well as processes of oppression ( e.g. , patriarchy, colonialism, capitalism, racism, heterosexism, ableism, etc.) in your context. [see TOOL 1: Power Flower]
Take time to reflect honestly and critically on how your own beliefs and attitudes can cause you to pass judgement on others. This may manifest in different ways such as having preconceived opinions about particular groups of people, victim blaming/shaming or assuming things about people’s situations without reason or actual experience of that exact same form of oppression.
If you believe that you are free from any responsibility and accountability in the role you may play in someone else’s oppression, check yourself again. Self-awareness is the ability to see yourself clearly and as objectively as possible through reflection and introspection. Actively try to step out of your comfort zone and see things from the perspective of people who are directly experiencing forms of oppression. Some truths may be hard to take in, but it is important to switch from an instinctively defensive response mode to a reflective one. Question how you may be associated with the problem, be it directly or indirectly. Also ask yourself how you are actively using your own power and privilege to challenge the situation.
Respond to individual stories and ensure that people experiencing discrimination and marginalisation are not perceived as victims or at fault for something that is systemic. This means also being clear on your own politics and privilege as a practitioner – what does having an intersectional lens mean for you in your context? For instance, you cannot promote equality for other people experiencing discrimination without truly taking account of your own privilege and relational power.
39Are all forms of dialogue and communication used ( e.g. , sign language, spoken, written, tactile sign, images, etc.) respectful? Use appropriate language that does not reinforce negative stereotypes or stigma.
Pay attention to what others are expressing and don’t be afraid to ask questions to clarify your understanding of another person’s ideas, feelings and points of view. Avoid misunderstandings by checking the intended meaning with the person, do not rely on your inferred meaning.
Be sensitive and empathetic and prioritise this over extracting information from a person or interaction. If someone openly shares a difficult issue or experience, then don’t dismiss if it makes you feel uncomfortable but support that person by acknowledging their situation.
Put aside your world view and explore the diversity in opinions and ideas. Interjecting or cutting some-one off while they are communicating is not only frustrating for that person and disempowering, but it also limits your opportunity to learn from diverse knowledges.
Pay attention to your words. Could your statements be alienating, oppressive or offensive to others? Do you hold power that may mean what you say goes unquestioned or unchallenged? Do you actively encourage others to challenge you and call you out?
Be flexible and willing to try different methods to enable equal participation. Take into account gender, accessibility, cultural and religious considerations. For instance, for sensitive issues or certain cultural settings you may need to consider using separate spaces for dialogue.
When facilitating, be clear on the political basis for decisions; from the safe space, to content, to logic/order, to who speaks when. These measures must have a clear purpose i.e., redressing power imbalances and challenging the status quo. If you are working with external consultants, discuss the content and rationale for your politics beforehand so they can follow the same approach.
Be aware that you have a duty to take appropriate measures to ensure people with disabilities can access your venues, communications and any information on an equal basis with others. (CRPD Article 9).
While the provision of accessibility measures may take time to achieve, your duty to provide individuals with reasonable accommodations is immediately applicable. Failure to do so is considered discrimination (CRPD Article 2). Examples of reasonable accommodations include making existing facilities and information accessible to the individual with a disability; modifying equipment; reorganising activities; rescheduling work; or adjusting learning materials and educational strategies.
Put in place systems and mechanisms to know what accessibility, reasonable accommodation and individual supports people with disabilities in your workspace and projects require in order for you to facilitate their participation on an equal basis with others. This could include adding questions to job applications, meeting registration forms and participant surveys.
Ensure that budgeting for accessibility and reasonable accommodations are not an afterthought but an integral part of the budgeting process. This must cover all areas of the programme including expenditure on recruitment, consultations, activities, procured assets, materials, evaluations and feedback mechanisms.
Remember that accessibility goes beyond the built environment, so make sure that all your information and communications comply with relevant accessibility standards and best practices, such as alternative formats, sign language interpretation through accredited interpreters, captioning, audio description, translation, copy editing for plain language, etc. Also make sure that all electronic documents you produce (Word, Excel, PowerPoint, PDF, etc.) are accessible.
Familiarise yourself with national and international legislation and guidelines. Local OPDs and accessibility professionals can help you understand your legal obligations, applicable standards and ensure these are in line with the CRPD.
When planning and implementing programmes be aware that your selection of venues, times and locations impacts different people in different ways. Take time during the initial design stage to learn from people who are marginalised about what issues and potential risks there are in your context, and how they can be avoided.
Who is running the venue? Do they understand that the workshop is meant to offer a safe space for participants? Are they welcoming of people who are typically stigmatised in their context? Do the owners have political or powerful connections that may make participants uncomfortable?
Who else is sharing the venue? If it is a shared space, will participants feel comfortable in their rooms and communal areas.
How safe is the area? The venue must be located in a geographical area that is appropriate and safe for all participants. Can participants travel to the venue or move around the area during the day and in the evening without any fear or threat of harm? Are the organisers and facilitators aware of potential security concerns and do they have accessible contingency plans in place?
Is the venue in a high-density location? Where possible, try to select a venue that is well connected to accessible transportation but with some natural settings to encourage wellbeing and reduce stress levels.
Does the venue offer smaller rooms for hire? It is good practice to hire out a small room as a designated quiet/safe space for anyone who may need to take a break away from the group. To increase diverse participation, especially from marginalised populations, consider hiring a room for daytime childminding as well as accommodation for people travelling long or difficult routes to the venue.
Has everyone been oriented on accessible evacuation plans in the event of an emergency? A key selection criterion for your venue must be its safety policy and procedures for guests. Discuss this in advance with the management and ensure it includes accessible routes for attendees with disabilities. This safety information must be clearly communicated to everyone at the start of an event.
Even the arrangement of space in an office or meeting room can reinforce or dispel power dynamics. Take a look at your office layout and how people typically congregate – do colleagues with positions of power tend to cluster together? Does the director have an open-door policy? Are there areas where some people do not feel welcome?
Consider ways to make the space feel safe for diverse genders. Do surveys collect information beyond male/female binary e.g. , ‘self-described’ as well as ‘prefer not to say’? Is all language gender neutral? Are participants welcomed to share their pronouns and do staff proactively share their pronouns at events, in email signatures and meetings? If a space does not have specific gender-neutral bathrooms a temporary label can be made to signpost gender neutrality.
In many traditional workshops, participants are seated behind tables with facilitators at the front, also behind a table. This layout can create a disconnection between people and limit the ability for participants to bring themselves fully into the space and engage authentically. To overcome this, seat participants comfortably in a circle – without any desks or tables in front of them. Facilitators must also be seated in the same circle. This is a very deliberate form of seating that challenges the power relations between facilitators and participants; and between participants who may hold different roles in a hierarchy – by putting us all on the same level. Don’t worry if the new seating arrangement throws some people off at first as they may not be used to this kind of open space, but it doesn’t take long for people to forget and engage.
Legally, informed consent can only be given by adults as they are considered to have the capacity and maturity to know about and understand the situation. It important to know that legal capacity is a fundamental right afforded to all people. Despite this, there are some countries where this right is being violated for certain people on the basis of indigeneity, disability, statelessness, etc., but it is your duty to ensure you do not discriminate.
Never speak on behalf of people without their free and informed consent. Likewise, do not take decisions on behalf of adults without their authorisation.
Be aware that some people with disabilities may have support provisions in place to assist them at times with their decision-making, but this must always respect their rights, will and preferences and not be subject to undue influences or coercion. If you see any violations of this then do not overlook it, as consent has not been granted.
When seeking consent to use people’s testimonies, images, recordings, etc., make sure it is gathered in an accessible way, in the language used by the person. Remember that while sharing stories and images can be powerful tools for awareness raising and advocating for equality, it is critical your actions do not pose any harm or risk to the people involved, even if they have provided consent.
Organisations need to ensure robust data management systems that are in line with statutory data protection requirements, to uphold the integrity of individuals and groups. For example, if data is released in the public domain in images or quotes, formal documented consent of the individual concerned is required. Additionally, appropriate considerations need to be undertaken to ensure that public disclosure does not put any child or adult at risk.
Feedback mechanisms – which can process issues from general feedback to complaints and whistleblowing – have become commonplace as a tool for learning, accountability and transparency. However, to be effective, they must be trusted by people as genuine channels for processing and fairly acting on feedback otherwise, they can fall into the trap of being perceived as tokenistic systems established by people with power and privilege.
Good feedback mechanisms are diverse and consider user acceptability as well as accessibility, so that everyone is comfortable to share and feels safe to raise concerns. Different people have different preferences, so it is important to adapt to this and always ensure that mechanisms are available in local languages.
Effective feedback mechanisms also require proactively seeking feedback. Many people experiencing oppression will not necessarily be confident to complain or may be too fearful of the repercussions of their complaint, especially if it is towards someone with power over them. Involving representative organisations of marginalised and discriminated people can help create safer, more inclusive feedback mechanisms. This can encourage more people, especially from under-represented groups, to share their concerns and issues.
Throughout your meetings and events use a variety of feedback mechanisms and ask people how they like to give feedback. Finding out what makes people more comfortable is important, as not everyone is accustomed to traditional surveys. There are many other ways to ask for feedback, such as having an anonymous feedback board where people can draw or write comments, a suggestion box, or an exit poll. You can also ask participants to volunteer to gather feedback for your event or meeting. This way people may feel more comfortable to share critical feedback with a fellow participant than with the event facilitators or organisers. Remember, different styles of approaches that recognise different preferences are important to increase participation and learning, especially when working with under-represented groups, or hosting events that involve people from different cultures.
Depending on the person and their circumstances, oppression and discrimination can result in trauma and being in a situation of risk. It is important you and your team are not only sensitive to this, but also prepared to know what action to take if needed. Make sure everyone is aware of who your safeguarding focal person is and what their responsibilities are.
If your meetings or workshops cover sensitive or triggering topics, it is important that the facilitators have planned strategies to respond to deep emotion if it emerges among participants. Facilitators must acknowledge the value of safe space and inevitability of emotion and be ready to talk individually to participants affected, offering them support in seeking further professional help if needed.
Keep an updated list of local contacts ready in case you need to make referrals to psycho-social support services, medical centres, shelters, relevant police departments, etc. Consult local representative organisations of marginalised and discriminated people to prepare this list.
Understanding the context in which we are located and its power dynamics is vital for practitioners and policy makers. The following activity leads participants through a process called contextual analysis that creates an overview of power dynamics in a specific time and place. It will yield important insights for any process.
This is a tool for many purposes: informing country analyses, strategies, stakeholder and power mapping and supplementing risk assessments and planning. For this process, we will be focusing on analysing the forces and dynamics present in the current political moment, a time period that reflects the situation today through the upcoming 6 - 12 months. Depending on your focus, this analysis can be done at a national or local level and can be adapted for an international context as well.
Have some support assistants on hand for any participants who may request them.
Ensure presentations and materials are provided e.g. , alternative formats, sign language interpretation through accredited interpreters, captioning, audio description, translation, copy editing for plain language, easy to read formats etc. Also make sure that all electronic documents you produce (Word, Excel, PowerPoint, PDF, etc.) are accessible.
Introduce session and the activity, explaining that an intersectional lens requires thinking holistically about what we are trying to change and how we are trying to change it. This means thinking about how intersectional discrimination and unequal power relations are present at a) all levels of society, from the personal realm of the individual and family as well as those within the wider public realm of the community, the organisation, the government, and the business sector; and b) across visible and invisible forms of power – from social norms and exclusionary practices through to formal laws and policies.
Review the following question guide, provide a copy to everyone and divide into groups of four to five people. Explain that while the forces and dynamics we are going to analyse are presented under separate realms for clarity, they obviously overlap and interact with one another across people’s lives. Although, of course, these dynamics are constantly shifting and changing, it is important for our own clarity to understand them at this moment in time.
In this analysis, you will look at the dynamics and forces operating in different sectors of society and how these affect those most marginalised and cause intersectional discrimination in a given policy or programme setting. The questions should be contextualised and adapted, and added to. They may also be used to supplement existing frameworks. You may not be able to answer all the questions; cover what is possible in each context and note where further investigation or analysis is required.
Name two to three major aspects of individual and family life and expectations that currently affect the wellbeing and rights of those most marginalised. Ensure you reflect on intra-household differences e.g. , people with disabilities, women, girls and gender-diverse persons, older and younger persons.
How much control do different household members have over their own e.g. , health care including sexual and reproductive health care and family planning, education, paid work, unpaid care work, leisure time?
How much do the above experiences meet the needs and aspirations of household members?
What are the key areas for supporting the engagement of those most marginalised in economic activities ( e.g. , access to finance, training, infrastructure, access to childcare)? Are there additional areas/ considerations in relation to support for those experiencing multiple forms of discrimination?
What have different marginalised groups done collectively to promote equality in the division of labour, access to education, employment and social protection? Are there opportunities for collaboration across these groups?
What choices do individuals have when faced with violence (as a survivor, or faced with pressure to behave violently)? Do these choices change depending on the intersecting identities of an individual?
How do women, girls, boys or men negotiate to avoid violence, or seek protection? With whom? Is this different for women, girls, boys or men with disabilities?
Name two to three aspects that describe the state of CSOs representing those most marginalised. Consider, for example:
What are the key CSOs representing different marginalised groups? To what extent are the representatives of those CSOs experiencing intersectional discrimination?
What is their level of independence, capacity and experience?
How well do CSOs including OPDs promote and advocate for access to opportunities and resources?
Collectively what are CSOs doing to prevent and respond to violence in the project area?
Name two to three major dynamics and actors that impact access and control over resources and opportunities for those most marginalised. Consider, for example:
What are the main economic activities in the country and what roles do women and men play in these activities? What are the barriers that further prevent women, men and gender-diverse people with intersecting experiences of discrimination from participating and benefiting?
How well does the system meet their needs? Did they receive reasonable accommodations? What were the main barriers they faced in accessing their education? What were the enabling factors for them?
How accessible is physical and non-physical infrastructure of local buildings?
How accessible is it for people to typically get to local schools, workplaces, shops? (local built environment & transportation)
When violence is experienced, how well may those facing intersectional discrimination access justice? On what grounds do these differ?
Name two to three major government policies, laws, institutions or decision-makers that are currently affecting those most marginalised in your context. Consider, for example:
What laws/policies/plans are there relating to social protection? How well are these implemented? What is the expenditure (as % of GDP )?
Are social protection schemes available to all persons facing intersectional discrimination? Is there equity in terms of gender, age and other criteria?
Is primary education compulsory and free for all by law (and in practice)? What about secondary education?
Are there any policies that promote equitable measures for marginalised groups? E.g., provision of support systems for children with disability, assessment adaptations for specific learners, reasonable accommodations, scholarships, subsidies, programmes to encourage girls or indigenous children to access education.
Are private facilities/workplaces/schools monitored to apply the same standards?
What laws are there relating to violence: rape, sexual abuse, free and informed consent?
Are there response mechanisms in place such as identifying local and international organisations and government services (including police) who can provide related services? Can the project contribute to render these services more accessible and sensitive to those facing intersectional discrimination, to improve support for survivors?
Name two to three major ideological and cultural forces and beliefs that are currently affecting key marginalised groups in your setting. What forms of exclusion, stigma and discrimination are present? What are the main factors behind the prevailing attitudes/behaviours? Think about the most marginalised within those marginalised groups ( e.g. , indigenous persons with disabilities, older women in rural areas etc.) Consider, for example:
Are there any social norms surrounding positions of political power and decision making?
Are general societal perceptions/attitudes different for those most marginalised in terms of children’s right to education? Do attitudes differ when thinking about mainstream schools vs special schools for children with disabilities?
How likely is it that a person who is marginalised graduates from tertiary education?
Does going to school put anyone in greater risk of danger? (safety to access school, increased risk of abuse (all kinds))
This exercise allows us look at very specific power dynamics – both transformative and oppressive – that are present in the context we are in. We encourage participants to continue to adapt and add to these questions beyond the session and think about how these might be integrated with another analyses exercises they undertake.
It’s also important to continue to check yourselves and each other through this process – do you really know what you think you know? What assumptions might you be making? Have you asked others with experience of intersectional discrimination to challenge you on your assumptions?
This tool should be used after the contextual analysis is complete [see TOOL 3: Intersectionality Context Analysis]. It is designed to be used as a way of identifying key actions and adaptations that need to be made.
To apply an intersectional lens to policies and programmes we need to think holistically about what we are trying to change and how we are trying to change it. This activity uses the framework shown below to consider the focus of our policies, programmes and actions and identify gaps:
Have some support assistants on hand for any participants who may request them.
Ensure presentations and materials are provided e.g. , alternative formats, sign language interpretation through accredited interpreters, captioning, audio description, translation, copy-editing for plain language, easy to read formats etc. Also make sure that all electronic documents you produce (Word, Excel, PowerPoint, PDF, etc.) are accessible.
Divide into small groups (these can be the same as for Tool 3):
a. Each group will use framework and capture their key points on flip chart paper.
b. Tell the group that they will be presenting their recommendations to the plenary so they should capture key points on paper for presentation.
a. Groups report back on key recommended adaptations they would make to the programme. After each presentation ask for comments from other groups regarding points of clarification, questions, doubts, additions etc.
b. Ask full group - What key actions or recommendations do you plan to take forward into the programme? Are there any areas or actions still missing, if we look at the four parts of the framework?
Make the point to participants that there is an interdependence of themes present in all theories of how change happens e.g. , there are links between economic empowerment and violence and education/ literacy.
It is important to map out the big picture and make note of connections at this stage, even if this is going beyond the remit of your specific intervention or potential resourcing. While, for example, you may not focus on law or policy you should still make a note of what is being done by whom, or what should be done, so supporting linkages can be made.
As with the previous exercise, the quality of your proposed adaptations is only as good as the people you have in this session. Make sure people experiencing intersectional discrimination are there and actively part of the decision-making process when determining solutions.
Access to a resource means that someone can use that resource
Control is the power to decide how a resource is used and who can use it
The differences in access to and control of resources are a potential indicator of power imbalances between different people or groups. Ownership of a resource does not automatically guarantee control or decision-making power over that resource. For example, women may have access to land or even own land in her own name but have no or limited control over how it is used. It is also important to consider who benefits from the use of these resources. 24
Accessibility…is a precondition for persons with disabilities to live independently and participate fully and equally in society.’ 25 It means that people with disabilities are able to have access to the environment around them, to transportation, to information, communication technology and systems on an equal basis with others. It is not only about physical access and people with disabilities have different access requirements and preferences. 26
Disability Article 1 of the Convention on the Rights of Persons with Disabilities defines persons with disabilities as including ‘those who have long-term physical, mental, intellectual, or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others’. The full inclusion of people with impairments in society can be inhibited by attitudinal and/or societal barriers (such as prejudice or discrimination), physical and/or environmental barriers (such as stairs), and policy and/ or systemic barriers, which can create a disabling effect. 29
24: Adapted from Hunt, J, (2004). ‘Successful strategies for addressing gender equality issues in programs and projects: What works?’ , Development Bulletin, No. 64.
26: Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020, November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
Formal equality is the concept that all people should be treated the same regardless of difference. However, this approach does not take systemic discrimination and individual difference into account and can result in indirect discrimination (see below).
Substantive/de-facto equality refers to equality of outcomes and takes the effects of discrimination and difference into consideration. It recognises that rights, entitlements, opportunities and access are not equally distributed throughout society and a one size fits all approach will not achieve equality. It demands the redistribution of resources, power and structures and increased access to resources and participation for those marginalised.
Inclusive equalityis defined as ‘a substantive model of equality’ that incorporates ‘a) a fair redistributive dimension to address socioeconomic disadvantages; b) a recognition dimension to combat stigma, stereotyping, prejudice and violence and to recognise the dignity of human beings and their intersectionality; c) a participative dimension to reaffirm the social nature of people as members of social groups and the full recognition of humanity through inclusion in society; and d) an accommodating dimension to make space for difference as a matter of human dignity.’ 28
Gender based violence (GBV) is violence that is directed against a person on the basis of their sex, gender identity or sexual orientation. Violence against women is any act of gender based violence that causes or could cause physical, sexual or psychological harm or suffering to women in public or private life. This includes all forms of violence including physical, sexual, emotional, cultural/ spiritual, financial and others that are experienced on the basis of gender. 29 , 30
Gender roles and relations are the functions and responsibilities expected to be fulfilled in any society and usually determined by underlying gender and social norms. This includes reproductive (caregiving and household), community and productive (breadwinning) roles.
50Gender transformative approaches seek to tackle the root causes of gender inequality and challenge unequal power relations. It moves away from a focus on a deficit model that focuses entirely on individual ‘empowerment’ and towards transforming the structures that reinforce gender inequality. 31
31: Sourced from CBM International, Thomson, T., Al Jubeh, K., Dard, B., Zayed Y., (2019, November). Disability and Gender Analysis Toolkit.
Intersectionality recognises that people’s lives are shaped by their identities, relationships and social factors. These combine to create intersecting forms of privilege and oppression depending on a person’s context and existing power structures such as patriarchy, ableism, colonialism, imperialism, homophobia and racism. 32 It is important to remember the transformative potential of intersectionality, which extends beyond merely a focus on the impact of intersecting identities.
Organisations of Persons with Disabilities (OPDs) are organisations of persons with disabilities that ‘should be rooted, committed to and fully respect the principles and rights recognised in the Convention. They can only be those that are led, directed and governed by persons with disabilities. A clear majority of their membership should be recruited among persons with disabilities themselves.’ 33
Power relations recognise that processes and systems of power interact to shape experiences of privilege and disadvantage between and within groups. A person can experience power in some contexts and oppression in others. 34
Reasonable accommodationmeans necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms. 35
Reflexivity acknowledges the importance of power at the micro level of self and our relationships with others, as well as at macro levels of society. It is a transformative process as it brings critical self-awareness, role-awareness, interrogation of power and privilege and the questioning of assumptions in policy and programming processes. 36
Sexual orientation, gender identity and expression and sex characteristics
Sexual orientation refers to a person’s ‘emotional, affectional and/or sexual attraction towards other people of the same gender, a different gender or more than one gender. Sexual orientation is not related to gender identity and sex characteristics. 37
32: Hankivsky, O. (Ed.), (2014). Intersectionality 101. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
34: Adapted from Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
35: Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020, November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
36: Sourced from Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for Intersectionality Research and Policy, Simon Fraser University.
Sex characteristicsinclude both primary sex characteristics ( e.g. , genitalia, hormonal structure) and secondary sex characteristics ( e.g. , muscles mass, hair distribution, stature). 38
Social norms are the unwritten rules about how people are expected to behave in a given situation or social group. They are different from individually held beliefs or attitudes. Social norms are grounded in the customs, traditions and value systems that develop over time and vary across organisations, countries and cultures. They are maintained by social influence and those who challenge may face backlash such as losing power or status in a community. Social norms usually advantage those in the majority and keep the status quo that allows some groups to dominate. They may also act as a brake or accelerator in a behaviour change process; hence they should be a critical consideration in inclusive development. 39
Unconscious biases also known as implicit biases, are social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Everyone holds unconscious beliefs and prejudice about various social and identity groups, and these are often incompatible with one’s conscious values. We all apply these biases to all aspects of our lives, including our behaviour and decision making. Common biases that impact decision making include affinity bias which is a tendency to favour people who are similar to us, often resulting in group think; confirmation bias when we seek to confirm our beliefs, preferences or judgements with those like us; halo effect when we like someone or share similar traits with someone and therefore are biased to think everything about that person is good; and social or likeability bias when we tend to agree with the majority or someone more senior than us to maintain harmony. 40
Universal design means the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialised design. Universal design shall not exclude assistive devices for particular groups of persons with disabilities where this is needed. 41
39: Sourced from CBM International, Thomson, T., Al Jubeh, K., Dard, B., Zayed Y., (2019, November). Disability and Gender Analysis Toolkit.
40: Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020, November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
41: Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020, November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
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