1. THE SADC GENDER PROTOCOL SUMMIT 2015 Botswana, Tlotlo Hotel, 31 July 2015, Maud Blose Durban, University of Technology, South Africa NOW AND POST 2015 ! YES WE MUST

2. 50/50 BY 2015: DEMANDING A STRONG POST 2015 AGENDA SYNOPSIS “Our ignorance doesn’t come from hatred. It stems from the fact that we do not know or understand one another” (DUT Journalism student) Gender blindness (issues present in classrooms) Understanding my students (climbing the ghost tree) Gender awareness (Genderlinks, support from colleagues) Mainstreaming gender into my assessments (MIM, Cont Pol, TV-Pro, Broadcast, entrance test) Gender representation and/or misrepresentation by the South African media NOW AND POST 2015 ! YES WE MUST

3. OBJECTIVES To educate students about gender To raise awareness about gender representation and misrepresentation by the media (influence of the media, reception analysis theory) To instil equality between both male and female students Students to identify, understand and grow from their differences To interrogate if males and females will ever be equal To produce gender-conscious citizens and journalists To pass the gender baton to future gender leaders and ambassadors 50/50 BY 2015: DEMANDING A STRONG POST 2015 AGENDA NOW AND POST 2015 ! YES WE MUST

4. BACKGROUND 50/50 BY 2015: DEMANDING A STRONG POST 2015 AGENDA Journalism students are unique students (outspoken, come from abusive homes, want to make a difference) Students want to be the voice of the voiceless Students had no media information management and analysis skills Male students graviatate towards technical and field reporting practicals. Female students tend to prefer anchor practicals and writing feature stories as opposed to current affairs and hard news NOW AND POST 2015 ! YES WE MUST

5. KEY ACTIVITIES MIM – students select group members and must be gender- balanced, they select their medium of choice to analyse, present to audience key findings, suggest recommendations Cont Pol – History of SA Politics / African country of choice with gender and political issues TV Pro – self doccie (a journey into self, who are you as a person), news packages (idea, angle, visuals, narration), persona doccie (someone with an extraordinary story to tell) Broadcast – eNCA vs SABC (news analysis), news packages (idea, angle, visuals, narration) Sisterhood – Campus and Sterling House (weekly sessions) NOW AND POST 2015 ! YES WE MUST

6. MIM Presentations

8. Journalismiziko

10. TV-Pro BB Class

11. Sisterhood

12. RESOURCE ALLOCATIONS 50/50 BY 2015: DEMANDING A STRONG POST 2015 AGENDA Amount local currency (specify) Amount in Rand Gender specific allocation R0 Gender in mainstream projects (please specify) R0 Amount contributed in cash or in kind by partner organisations (please specify) R0 TOTAL R0 NOW AND POST 2015 ! YES WE MUST

13. CHALLENGES Trying to convince students that gender awareness and equality are important Making all assessments realistic and “attractive” Attitude change among students, especially males. “Things have always been this way, why must they change now?” Some female students take a while to come out of their shells Support from colleagues Lack of finances NOW AND POST 2015 ! YES WE MUST

14. RESULTS

15. CHANGES IN ATTITUDES “Media Information Management opened my eyes to new knowledge. In fact, it made old information seem new because I read just to read but not critically analyse and interrogate information provided by the media. I am now more aware and appreciative of gender-related issues and have more respect for others. Our ignorance doesn’t come from hatred, it stems from the fact that we do not know and understand one another.” (Sthabiso Mdledle, 3 rd year Journalism student) Students interaction among themselves, group work, story ideas Colleagues are now also raising awareness in their classrooms Institutional implementation of General Education modules (incl. gender)

16. CURRICULUM AND COURSE CONTENT One of the institutions Gen Ed modules is Gender Departmental level – all courses are undergoing curriculum renewal Student level – weekly Sisterhood sessions Gender violence essay in the entrance test Gender (mis)representation in the media presentation TV news packages Broadcast analysis “I’ve never been denied any academic opportunity just because I am a woman. But instead, I’ve been empowered to be and do more” (Nosipho Ntombela, 3 rd year Journalism student)

17. STUDY MATERIAL Carter, C.. (2004). Critical readings: media and gender. Berkshire: Open University Press. Di Piano, T., Gerino, E., Marino, E., Brustia, P., Rolle, L. (2014). Gender and media representation. Romanian Journal of Experimental Applied Psychology. Volume 5, Issue 4 Wasserman. (2003). Shiftingselves: post-apartheid essays on mass media, culture and identity. Curran, J. (2002).Media and power. London: Routledge.

18. RESEARCH PROJECT Research projects conducted by students are for assessment and not for publishing (support documents for presentations and analysis) Staff contribution: Collins, A. (2013). “We face rape, we face all things” Understandings of gender-based violence amongst female students at a South African university. University of Cape Town, South African. African Safety Promotional Journal, Vol. 11, No. 2.

19. ASSESSMENTS Tests, presentations, short documentaries, online articles Gender is integrated in group presentations for the MIM and Cont Pol classes. It is also integrated in the TV Pro class through the production of news packages and short documentaries. Students write articles for Journalismiziko and also compile multimedia packages. In all content and team members, the publication upholds gender equality.

20. CHANGES AT THE WORKPLACE Screenings of gender-related documentaries and films These are followed by robust discussions Our programme has been fortunate to be joined by a professor who has extensive experience in gender, violence, and media

21. CAPACITY BUILDING I was tasked to be part of the team that developed the Gender module for our institution’s Gen Ed module Attended workshops Went away for a week to strategically plan and produce a sound curriculum for the Gender module. We each reflected on our own experiences. We also consulted with the students to pilot what we’ve planned

22. PUBLIC PARTICIPATION I’m the RA at Sterling House residence Residence houses 571 female students Started Sisterhood weekly sessions with a colleague Each session starts with ice-breaker games Topics are randomly selected from a suggestion box Sessions are meant to only take an hour but have never taken less than three hours each. We’ve received and seen success stories.

23. LESSON LEARNED AND INNOVATION Lessons learnt have helped mainstream gender more, both on campus and at the residence There are many things that we assume students ought to know, but they don’t Gender-related obstacles are all around us Each student has had gender-related altercations, one way or the other Develop a yearly magazine of students’ success stories YOUR STORY, MY STORY, OUR STORY: a documentary of students’ success stories NOW AND POST 2015 ! YES WE MUST

24. SUSTAINABILITY AND REPLICATION Funding is require. It’s a challenge to come up with innovative ideas but not have financial means to implement them. Most of our students are from financially disadvntaed backgrounds. Gender should be mainstreamed across all subjects. Gender warriors should share their good practices Encourage and implement collaboration work among institutions of higher learning NOW AND POST 2015 ! YES WE MUST

25. KEY PRIORITIES FOR 2015-2016 Attitude change from both students and staff Mainstream gender more in all subjects Encourage students to develop gender-related projects Students to each adopt a leaner from high school and be their mentor Collaborate with Life Orientation teachers from nearby high schools and come up with educational programmes that raise gender awareness Encourage student research publication in the area of gender Work with Graphic Design department to produce the yearly magazine (YSMSOT) NOW AND POST 2015 ! YES WE MUST

26. THANK YOU