|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Key date
15 May
International Day of Families |
|
|
|
49 Practical Activities and Methods for Human
Rights Education > Work and babies |
Work and babies
Are you planning to have a job? Then don't
plan to have children!
Themes |
Social rights, Gender
equality, Discrimination
and Xenophobia |
Complexity |
Level 2 |
Group size |
10 - 25 |
Time |
90 minutes |
Overview |
This is a role-play dealing with issues of
- Reproductive rights in the workplace
- Discrimination against women in the workplace
|
Related rights |
- A woman's right to reproductive choice
- The right not to be dismissed on the grounds of pregnancy,
maternity leave and marital status
- The right to equal employment opportunities and remuneration
|
Objectives |
- To develop knowledge about women's reproductive rights
- To attempt to make participants appreciate what it
feels like to be discriminated against
- To promote equality, justice and responsibility
|
Materials |
- A large sheet of paper, flipchart paper or board
- Space for small group work and role-play
- Props for the role-play, table and chairs, pen and
paper
|
Preparation |
- Copy the scenario onto a board or a large piece of paper
or flipchart paper
|
Instructions
- Explain that the activity involves a role-play about the
issues of women's reproductive rights at the workplace. Conduct
a short brainstorm about women's reproductive rights so participants
understand the term.
- Divide the participants into small groups (maximum five people
per group).
- Read out the following, which is the background scenario
for the role-play:
"Maria has been unemployed for almost a year and is
looking hard for a job. Ten days ago she went for an interview
for her dream job - it was exactly what she was looking for!
Everything went well and she was offered the position. The company
asked her to have a meeting with Mr. Wladstock, the personnel
officer in order to sign her contract.
She had already discussed her duties and other job-related issues
at the interview. Just as Maria was about to sign the contract,
Mr. Wladstock said that a condition of the job was that she
signs a declaration that she will not have a baby for the next
two years."
- In their small groups, give participants twenty minutes to
decide on an ending for the story and to develop it into a role-play.
The role-play should start with the meeting between Maria and
Mr. Wladstock and should not last more than five minutes.
- Invite each small group to present their role play. Keep
comments for the debriefing.
Debriefing and Evaluation
Begin with a round of feedback from each of the small groups
about how they developed their role-plays together with comments
from the others. Then go on to talk about the implications and
what should be done about discrimination of this sort.
- Was anyone surprised at the situation? Does it happen in
your country?
- How did the groups decide what the outcome should be?
- Were the endings realistic? What were the good points - and
weaker points - about the ways the Marias handled the situation?
How hard is it to be assertive in such situations rather than
aggressive or submissive?
- In your country, what rights do women have in the workplace
when they get pregnant?
- Why would the company want to impose such a condition on
Maria? Is it fair? Why? Why not?
- Were any human right being violated? If so, which ones?
- If Maria were a man, would the same thing happen? Why? Why
not?
- In what ways do men see this issue differently from the way
women do?
- What do you think can be done to promote and protect women's
reproductive rights?
Tips for facilitators
Depending on the group, you may wish to divide the participants
into small groups that are either mixed or single-sex (that is
groups of only males and groups of only females). Choosing single-sex
groups often leads to more provocative endings and richer discussion.
Participants may not be familiar with the term "reproductive
rights" and you may need to help them with some ideas in
order to get the broad picture. Try to draw people out on the
following points:
Reproductive rights include the right to:
- An enjoyable and fulfilling sexual relationship without fear
of infection and disease.
- A choice whether or not to have children.
- A caring family planning service backed by a safe and empathetic
abortion service that treats women with dignity and respect,
and ensures privacy.
- Sex education
Bear in mind that the debriefing question about if human rights
were being violated may bring up the controversial issues about
abortion and a woman's right to choose, as opposed to the right
of the foetus to life. This is a very important topic. It is also
especially relevant to HRE, because it requires participants to
be open-minded, to put aside stereotypes and pre-conceived opinions
and to use their skills of critical thinking. It is a very good
illustration of the inherent complexity of human rights. If the
issue arises, you may like to consider taking it up at another
time as a discussion in its own right.
Variations
Instead of dividing the participants into small groups, you
can start with two volunteers to play Maria and Mr. Wladstock
with the rest of the group as observers. Then you can stop the
presentation at intervals and ask the observers to comment and
to say what should happen next. Alternatively, observers can simply
exchange places with the actors to develop a different angle and
change the course of the role-play. See page 50, in chapter 1,
for more information about role-playing techniques.
Why not add other characters to the situation? You could include
Maria's husband, who could be a trade union representative, and
the role-play could go beyond the meeting with the human resources
department.
Feel free to adapt the names of the characters to reflect common
names in your country.
Suggestions for follow up |
|
|
|
|
If you want to explore the opportunities
and obstacles that face us if we wish to fully enjoy all the roles
we play in life, including parenthood, then you may like to start
the discussion by asking the group to reflect on their individual
"Onions of identity"
in part A of the all different all equal education pack.
The group could do some research into reproductive rights in
your country. Following that, they could hold interviews with
both women and employers to find out how the legislation works
in practice. They could also find out the impact of European law
in this area on their own national law.
The group could also review the sex education that is taught
in their country. Does it cover all aspects of reproductive rights?
If you want to explore other types of discrimination in the
workplace you may like to develop the activity "Different
wages".
Ideas for Action
Take up issues about reproductive rights at your school or association
council.
Further information
The role of the Convention on the elimination
of all forms of discrimination against women.
Aside from civil rights issues, the Convention also devotes
major attention to a most vital concern of women, namely their
reproductive rights. The preamble sets the tone by stating that
"the role of women in procreation should not be a basis for
discrimination". The link between discrimination and women's
reproductive role is a matter of recurrent concern in the Convention.
For example, it advocates, in article 5, ''a proper understanding
of maternity as a social function", demanding fully shared
responsibility for child-rearing by both sexes. Accordingly, provisions
for maternity protection and child-care are proclaimed as essential
rights and are incorporated into all areas of the Convention,
whether dealing with employment, family law, health care or education.
Society's obligation extends to offering social services, especially
child-care facilities, that allow individuals to combine family
responsibilities with work and participation in public life. Special
measures for maternity protection are recommended and "shall
not be considered discriminatory". (article 4). "The
Convention also affirms women's right to reproductive choice.
Notably, it is the only human rights treaty to mention family
planning. It states that parties are obliged to include advice
on family planning in the education process (article l0.h) and
to develop family codes that guarantee women's rights "to
decide freely and responsibly on the number and spacing of their
children and to have access to the information, education and
means to enable them to exercise these rights" (article 16.e).
|
|