MODULE 1: It’s normal to be different
Group reflection or self-reflection and practical transfer
Input: Intersectionality
risk of systemic discrimination and tend to be excluded from gender equality policies that focus solely on “gender” as the main dimen- sion, leading to gender inequalities. 11 Why is intersectionality important for inter- national youth work activities? Any programme that fails to consider inter- sectionality also fails to fully address the spe- cific disadvantages and exclusion mechanisms faced by young people with disabilities. This means that in order to be fully inclusive in youth work approaches, we need to apply an intersectional lens to our projects and pay at- tention to intersecting vulnerabilities that are the result of more than one ascribed or intrin- sic identity. Watch this video (1 min) on intersectionali- ty and disability: There is No Justice without Disability https://youtu.be/3L1dUJIhexg Reflection/Discussion: Having watched the video, what is your understanding of inclusion? What does inclusion mean to different people? What are the benefits of inclusion? To learn more about intersectional main- streaming in your organisations and activities, see the Toolkit on Intersectional Mainstream- ing: A Resource for Organizations, Volunteers and Allies: https://educationaltoolsportal.eu/ en/library/toolkit-intersectional-mainstreaming- resource-organizations-volunteers-and-allies Activity: Power flowers Fill out power flowers as an exercise in reflect- ing about advantages and disadvantages, dis- crimination, and privileges. è Activity 1.7.
In which ways do I/does my organisation reproduce “normality”? Which habits can I/my organisation easily change? How would this impact on different stake- holders (participants, facilitators, organis- ers, parents, community...)?
Why is disability often forgotten in discus- sions around diversity? How can disability be made more visible? How can I apply a more intersectional approach in my work, taking note of the different dimensions that reinforce an individual’s experience of discrimination?
Intersectionality has gained much attention in Europe over the past decade. Instead of fo- cusing on one dimension of discrimination at a time (e.g., gender OR ethnicity OR disability), the intersectional approach examines the mul- tidimensional nature of people’s experiences and identities. Skin colour, gender, disability and sexual orientation all interact to affect an individual’s lived experience and contribute to unequal outcomes in ways that cannot be at- tributed to one dimension alone. For instance, women with disabilities, LGBT- QI+ refugees or black women may experi- ence discrimination in qualitatively different ways from their male, white and non-disabled counterparts. The variation in the way in which discrimination manifests for different people because of their various identities is rarely addressed by anti-discrimination legislation across the EU. At the individual level, this may lead to a violation of an individual’s right to equal treatment. At the structural level, the failure of anti-discrimination laws to cater for intersectional forms of discrimination may re- inforce discrimination even within legally pro- tected categories. For example, within the cat- egory “woman”, migrant women, women with disabilities, or Roma women may be at higher
Background material and further reading IJAB (ed.) (2017): VISION:INCLUSION - An inclu- sion strategy for international youth work, “Fundamentals of inclusive interna-
Chupina, K. Disability and Disablism in: Council of Europe (2012): COMPASS Manual on Human Rights Education for Young People. http://www.coe.int/en/web/ compass/disability-and-disablism Speech on Intersectional discrimination, Disability and Black Lives Matter. https:// www.fordfoundation.org/media/5457/ intersectionality-and-disability.pdf SALTO Youth Inclusion Resource Center (2017): An introduction to diversity management in youth work. https:// www.salto-youth.net/downloads/4-17-3619 /IntroductionToDiversityManagementInYou th-Work.pdf
tional youth work: Human rights, youth policy, concepts” pp.10-24 https://ijab. de/fileadmin/redaktion/PDFs/Shop_PDFs/ VisionInklusion_Handreichung_engl.pdf DARE DisAble the barRiErs - www.dare-pro-� ject.de (2020): DARE Practical Guide for Inclusion, chapter 1 “It’s easier than you think!” https://dare-project.de/wp-content/ uploads/2020/06/DARE-Practical-Guide-for- Inclusion.pdf SALTO Youth Inclusion Resource Center (2014): Inclusion from A to Z: A com- pass to international Inclusion projects. https://www.salto-youth.net/ downloads/4-17-3141/InclusionAtoZ.pdf UN CRPD (2008) https://www.un.org/develop- ment/desa/disabilities/convention-on-the- rights-of-persons-with-disabilities.html
MitOst Editions (2014): Diversity Dynam- ics: Activating the Potential of Diversity
in Trainings. https://www.mitost.org/ en/about-us/mitost-editions/diversity- dynamics-handbook.html
11 CIJ and ENAR Report (2020). Intersectional discrimination in Europe: relevance, challenges and ways forward.
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