Friday, April 13, 2018

Educating for Accountability 5/5


Adopting processes of accountability will require education. The International Rescue Committee (2013), for example, have developed a curriculum for educating men about accountability processes.  For them, accountability ‘is an active process where men listen to the needs of women and recognise when they act in a harmful manner, even unintentionally’ (page 14). They differentiate between personal accountability, where facilitators are required to monitor their attitudes, beliefs and practice, and relational accountability, where facilitators are expected to challenge power differences between men and women.

In terms of practical measures, Macomber (2014: 8) has five recommendations for integrating men as allies in anti-violence work that should form part of any curriculum on accountability: require newcomers to receive training and education before stepping into key activist roles; cap men’s speaking fees; link men’s organisations to women’s organisations and groups; institutionalise a process to address issues of privilege internally; and reconceptualise accountability to include an emphasis on building gender equity. 

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