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You know what’d be a fun activity for younger kids on gender roles, stereotypes, and identity? Have a bunch of felt things like sports, dolls, the color blue or pink, or other things that our society genders and put it in felt boxes. Then have a third box where you put in bits and pieces from both boxes. You focus on the fact that things and actions don’t have gender. Then you can talk about “what makes a boy” and “what makes a girl” and bounce off of that to talk about trans people and intersex people. To continue with that we could have them create people with different genitals/bodies and have them dress them certain ways and give them a box with certain things and then give them a label and show that any body with any clothing and any box can have any gender.
OOH and I can add gender things from different cultures to be inclusive and show cultural differences like the hijab.
I like visual aids
and making things out of felt. I always thought it was magic as a kid when the teacher would create things with felt on a felt background and they would stick… I was an easily amused child.
What do y’all think?
I make various buttons for gender, sexuality, kink and romantic pride. I also make buttons featuring male, female, intersex and transgender genitalia, including those with piercings. Check it out at https://www.etsy.com/shop/RFPCreations And check out my Tumblr at http://ftm-transscribed.tumblr.com/
Ooh! Fun fact: Trans* is transmisogynistic; trans should be used instead. (the * implies that there’s a group that isn’t already captured under trans, which is untrue.)
Many nonbinary people don’t identify as trans, I’ve always seen trans* used to include nonbinary people who don’t want to use the trans tag. As a nonbinary trans person, I want to emphasize that the discrimination I go through is different than binary trans people (especially as a DFAB nonbinary person I have quite a bit of privilege over DMAB trans women and nonbinary identities.) and I feel like the asterix does that for me. How do other trans or nonbinary people feel about this?
If you could tell your teenage self or other teenagers something important about gender or gender roles what would you say?
What is your definition of “sexuality?” What parts of yourself are included in your sexuality?
Some answers we’ve gotten: your sexual and romantic orientation, and what you like sexually, like your kinks and desires.
What are some other things that can be included in your sexuality?
I can think of the way you feel about your body, your sexual arousal, sexual insecurities, and your libido or sex drive. Do you think gender can be a part of your sexuality? I know it’s definitely a part of mine.
What are other aspects that you think are part of your sexuality?
Another part of the program is talking about bodies and health. My issue is they immediately divide the group up by “gender” (aka, designated sex). I understand being shy about asking questions and talking about genitals around people you know have never been through it but I also think it’s really important for DFAB people to learn about penis and penile hygiene and DMAB people to learn about vaginas, menstruation, and vaginal hygiene. I also think it’s important to stop that stigma of “ew that’s gross”. I want people to be comfortable but not complacent.
Here are the breakdown of the activities and what my thoughts are on them:
Anatomy and Physiology cards
It’s basically that game where you are given a famous person and you put the name on your head and you ask questions and people answer them to help you guess what celebrity you are, only with body parts. Kind of corny but it might be fun.
Constructing the Sexual systems
Have the group split up by designated sex and give them a poster of a certain sexual system with labels on it and poster board. Have them draw the illustration of the sexual system and label it.
I was thinking of ways to ensure that everyone worked on every sexual system and how to show diversity (like maybe having some diagrams of intersex conditions). Maybe me drawing the show diagrams and having cards with velcro on the back and match them up to velcroed places on the diagrams. Everyone could be given one or several cards and put it up. Then maybe have them draw diverse genitals, have them think up of different genitals than the ones in my diagram like different shaped labia, foreskin, clitorises etc. It’d be really cool to have diagrams with different velcro clitorises, labia, foreskin, shaft, urethral openings, so that you could change them and rearrange them on the diagram.
Am I Normal
ask participants to think about worries people their age have about the way their bodies look.
Everyone gets one note card, on one side they write a concern someone of their “gender” has, and on the other what someone of the “opposite gender” might have. Then you exchange cards and read them, writing all of the concerns down and then answering questions about them.
Of course my concern is about the cissexism. Of course I’m going to explain what designated sex is so my thought is to either do it by designated sex but this would leave out trans and intersex concerns which are really important to be informed about. Maybe have different cards for cis woman, cis man, trans woman, trans man, nonbinary genders, intersex people and how they all may feel about their body? Or at the very least have examples of body concerns trans* and intersex teens have (SEND ME YOUR BODY CONCERNS SO I CAN MAKE A LIST!)
Personal Concerns of “Boys” and “Girls”
This is to give young teens alone time with an adult of the same designated sex that they may be embarrassed about asking in the whole group. Of course my main concern is again trans and intersex teens.
You tell them they can bring up any issues they have and to pass out index cards and pencils. Collect the cards and answer them one at a time. Get a discussion going. Be sure to bring up specific information.
Near the end have them write out questions they have about the other designated sex.
Now I definitely want people to have alone time with us and be able to ask questions. I’m planning on having me and my co-teacher come in 30 minutes early and say if anyone has any questions or concerns to ask us then or after but for this I’m not so sure. One thing is that this is our opportunity to show menstrual equipment and answer questions about periods and I want DMAB people to be informed on this. I always imagined doing this lesson and having the students come in with pads stuck to their tables and have them open tampons and stuff to get comfortable. I don’t want to miss out this opportunity.
Any ideas on how I could deal with this issue?
From a Gender and Sex class:
The following are key areas and examples of some ways gender impacts sexual and reproductive health:
- Laws, Policies, Regulations, and Institutional Practices: Health policies sometimes discriminate against women and sexual/gender minorities by limiting their ability to freely access and choose appropriate sexual and reproductive health services and products. Policies to prevent and respond to GBV are frequently absent, limited, or ineffective.
- Cultural Norms and Beliefs: Beliefs that men should be aggressive and have many sexual partners lead them to engage in behaviors that place them and their partners at risk of HIV and other SRH problems. Women’s lower status in society often means that their health care needs are not prioritized in the household or in the health system. The common practice of gender-based violence (GBV) puts women, girls, and sexual minorities at greater risk of SRH problems, including HIV and STIs.
- Gender Roles, Reponsibilities and Time Used: Women generally have less power than men at all levels of society from the household to national and global leadership. Gender norms - such as limited mobility outside the home or greater childcare responsibilities - may limit women’s and girls’ ability to participate in the design and implementation of health programs in their communities.
- Access to and control over assets and resources: Women generally have less access to education, formal employment, finances, and social capital, all of which limit their access to health information, services, and products.
- Patterns of Power and Decision-making: Power cuts across and lays the groupdwork for all domains. Women’s and girls’ overall lower status in society limits their self-determination, or ability to make decisions about their own bodies and to exercise influence within their households, communities and states about health issues and practices. The practice of child marriage in some countries limits girls’ ability to decide when to marry and bear children, and is harmful to their health and to the health of their children.
This doesn’t take into account trans* or intersex people, who like cis women are discriminated against and less power in their health.
I’m trying to get some writing done on my children’s book explaining gender and sex and such and I’d like some input on how trans or intersex people have explained to younger kids being transgender or intersex or if anyone had it explained to them when they were younger. I’ve explained my trans ness to my little brother but I’d like some more ideas.