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Patricia Bon, Max Levy, and Bemmy Granados. EcoAgriculture Partners

January 29, 2024

Diversity, Equity and Inclusion in landscapes

Welcome!

FACILITATORS:

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LOGOS:

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PROGRAM

OUTLINE

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Jan 30	Introduction to ILM
Feb 1	Five Interactive Elements of the ILM Framework
Feb 27	Integration of Diversity, Equity, Inclusion and Justice as a Cross-Cutting Part of ILM
Feb 29	Inclusive Stakeholder Identification and Engagement as a Foundation for ILM
March 19	Landscape Partnerships: Cross-Sectoral and Multi-Stakeholder Governance
March 21	Landscape Action Planning for a Multi-Generational Landscape Strategy
April 23	Shared Vision for a Thriving Landscape for All
April 25	Introduction to Integrated Landscape Finance Strategy and Tools
May 21	Landscape Investment Portfolio
May 23	Bringing it All Together Across Landscapes: Training Reflective Showcase

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RULES &

ROLES FOR A WELCOMING LEARNING SPACE

Find a quiet space with good internet
Keep video on
Keep yourself on mute unless speaking
“Raise hand” when you’d like to speak
Use the chat function and reactions liberally
Expect to interact. Ask questions!
Speak slowly, not everyone has the same first language
Enjoy!
What else…?

Only include this bullet if group comes from different countries and speaks multiple languages

Goal: Create clarity around expectations of engagement

[Set the rules for the session process and the roles that people in the session can have]

Online learning is tough - there is a lot less space for interaction than in-person workshops and a much bigger chance that people “zone out” and lose focus, especially when there's too much text on the slides, or the presenter is going on and on for too long.

We are aware of this challenge, and we want to shake it up as much as possible to make sure you all get the most out of our time together. We are committed to making the sessions as interactive as possible, with breaks for discussions, activities, questions, quizzes, and more. Please feel free to email us with any suggestions for how we can do that! If you know of any apps we can use or have any icebreakers or energizers to suggest, we would love to include them.

And to make this a more dynamic space, we need your help too. We need to feel that you are engaged and that you want to participate too - this has to be reciprocal!

[Read out and speak to each of the bullets on the slide]

We suggest that you always try to find a quiet space with no distractions and good internet connectivity to participate in the sessions
We ask that you always keep your video on unless you need a brief pause. We understand, of course, that if you don’t have good connectivity, you may need to keep your cameras off, but that also speaks to the first point - as much as possible try your best to be in a place that has good internet, so that you can keep your video on and participate fully
Please keep yourself on mute unless you are speaking to avoid distractions for others
"Raise your hand” when you’d like to speak. Does everybody know how to do that?

[Facilitator should hover over "raise hand" function so that everyone knows where it is]�

Please feel free to use the chat function! Post questions, comments, observations, and share experiences. This is a great space to share your thoughts, learnings, and experiences with other participants. Take advantage of this time together to bond and strengthen these relationships.
Expect to interact. We welcome questions, we welcome critical observations, and we encourage you to make this training your own. And, if you have questions, it’s likely that someone else does too!

[If the participants come from different countries, flag sensitivity toward different languages]

Finally, let’s remember that we have a very diverse group here with us, and speak many different languages! Let’s make sure we speak slowly and clearly so everyone can understand. And if anyone doesn’t understand anything, please don’t feel shy about asking questions, or asking us to repeat anything

[Ask participants if they have suggestions to add to the list]

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OBJECTIVES

Describe the concepts of Diversity, Equity, Inclusion and Justice (DEIJ),�and their importance in ILM and to their landscape

Identify conditions of DEIJ in your landscape and ILM process

Provide elements to mainstream diversity and inclusion in their own landscape that integrate diverse stakeholders and their knowledge(s), and builds DEIJ capacities across their landscapes

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WELCOME

Meet the EcoAgriculture Team

Bemmy Granados

Max Yamauchi

Patricia Bon, Project Manager

Replace with name of your organization

Replace photos and names of facilitators

Replace with your logos

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AGENDA

Diversity
Gender, age, and ethnicity

Discrimination and gaps
Breakout group discussion
Equity, equality and social justice
How: Identifying gaps
How: Closing gaps

COFFEE BREAK

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Integration of Diversity, Equity, Inclusion and Justice (DEIJ) as a Cross-Cutting Part of ILM

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DIVERSITY

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HAVE YOU EVER SAID OR HEARD … ?

Goal: Have participants reflect on instances in which they witnessed or experienced discrimination.

[Stop Screenshare]

[While the facilitator is reading, participants are raising their hands if they ever said or heard these common phrases. Count how many hands of the total number of participants]

Please raise your hand if you have heard any of the following statements

Have you ever said or heard:

Rural people or indigenous populations are lazy.
We need someone to take notes at the meeting, ask one of the women.
Men must be brave, and not show weakness or cry.
Why are you giving your opinion? You have no experience . . . you are too young.

[Restart Screenshare]�

[Wrap-up reflection]

What do these phrases have in common?

Each of them is highly loaded with normalized discrimination. Many of us may have not only heard them but also used them at some point in our lives. And we could also have felt discriminated against. If we have ever felt discriminated against, why might that have been? Because of our age? Because of the color of our skin? Because of our religion? For our place of origin? Feel free to share your personal experiences in the chat.

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WHAT�DO YOU�SEE HERE?

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All people share characteristics inherent to the human condition, such as the ability to:

• communicate

• form groups

• transmit knowledge

• adapt to different � hábitats

DIVERSITY

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This particularity, of having differences between people, communities and social groups, is called social diversity. (UNHCR, 2016)

However, these characteristics have different expressions due to a wide range of factors, such as:

Gender, age, and other factors intrinsic to each person.

Biogeographic conditions

Culture�or ethnicity

Socioeconomic context

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Which kinds of Social Diversity exist in your landscape?

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GENDER,

AGE, &

ETHNICITY

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GENDER

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SEX�Biological, physiological and genetic differences between men and women.

TWO IMPORTANT DEFINITIONS

GENDER�Psychological, social and cultural differences between men and women, which define male and female. They are not brought from birth; they are acquired after birth, and influence the way we behave.

(Escalante et ál. 2002; Ramírez, 2021).

Sex

Gender

Woman

Gender

Sexual

Orientation

Gender

Goal: Define Gender and its distinction from sex

When we talk about gender diversity and inclusion it’s important to know what gender is not. Gender is not sex, gender is not sexual orientation. So, what IS gender?

[Read the slide definition of Sex & Gender]

[Copy and paste the statement and question into the chat]

According to the definitions we see in the slide, if I say to you:

“Most women are affected by premenstrual syndrome, which can affect their well-being for a certain days per month”, does this situation have to do with sex or gender? Please, type in the chat

This statement is about sex

What if I say: “In a community, men are elected as assembly presidents because they have leadership skills, and women are elected as treasurers because they are more organized”, does this situation have to do with sex or gender? Please, type in the chat

This statement is about gender

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Gender or Sex?

Differentiated Roles?

Photo by Tima Miroshnichenko from Pexels

Goal: Highlight the ways gender has been socialized and show how it may bias us

Let’s look at these two pictures: we see a man with some kind of wood-shaping machine and a woman selling souvenirs that she probably made. Are these kinds of jobs commonly made by men and women? What do you think?

We know that men and women are different biologically because our physical (sexual) characteristics are determined by sex. However, historically society has taught us that these physiological differences should shape our behavior, our work, and even the way we express our feelings. And since we have learned it from a very young age, we normalize it.

I invite you to keep in mind this other question: What kind of job (using these 2 jobs as an example) is most valuable to our society? You can write in chat if you want.

Just keep this in mind, we will dive more into this later.

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Photo by Rainforest Alliance

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AGE

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United Nations

Between 15 and 24 years of age,�although there is no strict range.

Bashi (LAMFN, 2023)�Depends on the context of each landscape.

DEFINITIONS OF YOUTH

Common Institutional Definition�Up to 35 years of age.

Photo by Red de Jóvenes del Chocó Andino, Ecuador

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GENERATIONAL CHANGE

INTERGENERATIONAL INTEGRATION

Goal: Explain that age is important because intergenerational integration is important for the success of ILM

In the past, the processes that sought to transfer knowledge, responsibilities, and power to new generations were called “generational change.”

Today, we talk about “intergenerational integration”, in which spaces are shared and roles integrated, seeking the convergence of interests and equal opportunities. We must think about how to integrate both generations.

How can we drive youth participation in landscape management?:

- access to technological equipment and services such as education, electricity, water and drainage;

- access to duly remunerated employment;

- migratory flows;

- culture and ethnic identity;

- the patterns of intra-family relationships and possibilities for autonomy;

- the crises in agricultural activity

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ETHNICITY

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Bosque Modelo Pichanaki. F. Carrera.

"Share a culture, history and customs ... members are united by an awareness of identity.” (ECLAC, 2011)

INDIGENOUS PEOPLE

Are distinguished as “communities, peoples and nations ... that, having historical continuity with pre-colonial societies and prior to the invasions that took place in their territories ...”

(Martínez Cobo, 1986, in CEPAL, 2011)

Goal: Explain the importance of indigenous people and other ethnic groups as stakeholders

An ethnic group is “a human group that shares a culture, history and customs, and whose members are united by an awareness of identity” (ECLAC, 2011): An ethnic group is a community that shares a common ancestry as well as a territory (current or historic), worldview, a language or dialect, among other characteristics that allow it to both identify itself and be identified by others.��Indigenous peoples are distinguished as “communities, peoples and nations… that, having a historical continuity with pre-colonial societies and before the invasions that took place in their territories…” (Martínez Cobo, 1986, in CEPAL, 2011).��The recognition of indigenous peoples currently enjoys legitimacy at the international level; but it is not the same case of Afro-descendant peoples, whose recognition is also important.

What is the importance of ethnicity and indigenous people in ILM?

- Many indigenous peoples and local communities in LATAM landscapes are owners of the land.

- Traditional knowledge of indigenous peoples and local communities reflects the way a group of people explain or interpret reality.

- The values and interpretations of each culture and ethnic group are perceived in their way of managing the landscape, which in the case of indigenous peoples is generally the result of a long harmonious relationship with it.

- Traditional and indigenous knowledge constitutes an essential information base for society. They cover both general and technical aspects and their symbolic expressions.

(UNESCO, 2012; Ban Ki-Moon, 2015, Chianese 2016 in Huasasquiche and Kometter, 2017).

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DISCRIMINATION�& GAPS

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ILLITERACY

INTERNET ACCESS

PEOPLE WITH NO INCOME

INEQUALITY IN PERU

General population compared to indigenous population in rural areas

General Population

Indigenous Population

in Rural Areas

General Population

Indigenous Population

in Rural Areas

General Population

Indigenous Population

in Rural Areas

Women

Men

Women

Men

Women

Men

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Why is diversity important to our Landscape or ILM Process?

What kind of gaps exist in your landscapes?
Why is it important to identify these gaps for ILM?

BREAKOUT GROUPS

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COFFEE BREAK

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BM Chiquitanía Sostenible, Bolivia. FCBC

Activities that generate economic income.
Generally associated with the activities of men, although they are not carried out only by them.
They enjoy social prestige and economic value, and they appear in statistics as work.

(Imbach, 2012; Ramirez, 2021)

ORIGIN OF GAPS

The link between roles and livelihood

Productive

Roles

Reproductive

Roles

Activities necessary to guarantee the well-being and survival of the family.
They are assigned almost exclusively to women.
They do not receive the same social recognition as productive activities.

Communal or Public Management Roles

Activities that are carried out to contribute to the development or political organization of the community or collectivity.
Men and women carry out public or communal management activities. However, the participation of women is seldom recognized; they tend to reproduce their traditional roles.

Goal: Highlight the different types of roles and livelihoods in society and how they are linked to gender and gaps

History shows us a lot, these gaps were not spontaneous, but are deeply rooted in the distribution of tasks, activities and ultimately roles that society assigns to each of us depending on our sex. Even when we know these trends are changing, most of them are so ancient that we learn them since we are babies, because society assumes they are “natural”. For this purpose, we can divide them into three types of roles.

Productive: in money or in kind, that is, they produce goods or services for sale or self-consumption, such as agricultural, industrial, commercial, construction activities, etc.
Reproductive: upbringing, education of sons and daughters, food preparation, cleaning of the home, and care of the home in general. It is not considered to have economic value, despite being the basis of production.
Communal or Public Management: activities carried out to guarantee that we are organized in a society. Men and women carry out public or communal management activities. However, the participation of women is seldom recognized; they tend to reproduce their traditional roles.

Please note that we are talking about the most frequent situations in the world, especially in rural areas. We'd like to highlight the word “roles”: society assumes roles for each gender, and even when we know that patterns are changing, this traditional gendered assignation is still very deeply rooted in society, even in urban areas.

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Society assigns differentiated roles to men, women, and youth within the framework of their livelihoods, and this is reflected in the management of landscapes, in livelihoods and in production chains.

MEN

WOMEN

YOUTH

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TYPES OF RESOURCES

needed for human development and fulfillment

Natural resources and ecosystem services

Soil, water, forests, landscape beauty, etc.

Material and economic resources

Paid work, money, credit, tools, housing, health, food, etc.

Social and political resources

Decision-making and organization spaces, media, leadership, etc.

Educational resources

Formal and non-formal educational and information resources.

Time resources

Balance between hours that people have for their own use, and paid and unpaid work time.

Internal resources

Self-esteem, self-confidence, leadership capacity and the ability to express one's own interests.

Goal: Highlight the relations and impact between different roles and the access and control over different resources

So what is the problem in assigning different roles? What if we are all happy dividing work?

It's not that simple, since it has created a deep gap in ACCESS TO THE RESOURCES NEEDED FOR ABUNDANT DEVELOPMENT AND EXISTENCE.

Situations of inequality are expressed in the differentiated opportunities they have for access (use) and control (or decision-making power) over their own resources to realize their livelihoods and/or guarantee their well-being. And we are not only referring to natural resources.

For educational resources, for example, if you are a woman and you have to take care of 5 children you might not have capacity to attend an academy.

Differentiated access to and control over natural resources is marked by the definition of historical and structurally unequal roles and power relations and intersectional discrimination based on gender, age, ethnicity and other identities (UN Women, 2018). History has shown that this unbalanced relation to power is related to structural violence of every kind, including emotional, physical, economic, and other types.

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A VICIOUS CYCLE

(Ramírez, 2021, Imbach, 2016)

ACCESS

INEQUITY

VIOLENCE

creates

nurtures

Illustration by the World Bank Water and Sanitation Program (WSP)

CONTROL

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Resource	Access	Control
Natural: Non-timber forest resources	Women access the forest and extract and use resources such as fibers, herbs, fruits, among others, with which they make transformed products.	Women usually do not participate in the preparation of forest management plans.
Material & Economic: Land tenure	Rural women frequently have access to land and cultivate it, dedicating hours of work to these tasks.	In most cases, women lack the possibility of legally possessing this resource and therefore making decisions to sell, rent, or mortgage.
Social & Political: Leadership and decision making	Men, women and young people can generally attend as participants in decision-making spaces such as community assemblies.	Women and young people are usually denied leadership positions in decision-making spaces.

GAPS IN ACCESS TO RESOURCES

Differences between more and less favored groups to enjoy opportunities for access and control of resources that guarantee their well-being and human development.

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EQUALITY AND EQUITY

Equality

Equality is a constitutional principle that refers to equal rights, responsibilities and opportunities in all spheres of life; It is considered a human rights issue and an indicator of people-centred development.

Equity

Equity is an ethical and regulatory principle that is related to justice and cooperation. It refers to the fair distribution of resources and social power, recognizing the conditions of each person or human group (sex, age, class, ethnic, social group).

Definitions by Ramírez, 2021, Imbach, 2016

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Photo by Diva Plavalaguna from Pexels

SOCIAL

JUSTICE

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HOW:

IDENTIFYING GAPS

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IDENTIFY GAPS AT THE TERRITORIAL LEVEL

Source: Gutiérrez-Montes y Ramírez, 2013 (adapted to Huasasquiche y Kometter, 2017).

RESOURCES	MEN		WOMEN		YOUTH
RESOURCES	Access	Control	Access	Control	Access	Control
Natural resources
1.
2.
3.
Material and financial resources
1.
2.
3.
Social and political resources
1.
2.
3.
Educational and information resources
1.
2.
3.

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RESOURCE ACCESS AND CONTROL ANALYSIS MATRIX

What are the root causes of the gaps detected?

How can landscape management contribute to increase access and control by disadvantaged groups?

What strategies and resources are needed to address gaps?

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Type of Resource	Resource	Women’s Access	Women’s Control
Natural Resources	Wood	Subjected / restricted	No
	Firewood	Subjected / restricted	Yes
	Medicinal plants	Yes	Yes
	Fruits	Yes	Yes
	Water source	Yes	Subjected / restricted
	Wildlife	Subjected / restricted	Subjected / restricted
Strategic Resources	Communal assembly minutes	Yes	Subjected / restricted
	Forest management information	Subjected / restricted	No
	Planning of restoration activities	Subjected / restricted	Subjected / restricted

IDENTIFY GAPS IN NATURAL RESOURCE MANAGEMENT

(Adapted to Huasasquiche y Kometter, 2017)

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Imagen: Mathez-Stiefel

The roles of each gender in restoration correspond to the level of physical effort and the level of detail or finesse of the manual work.
The roles of the domestic space are replicated in the communal and natural spaces.
Women: seedling production, construction of q'ochas, livestock, firewood collection, seed management, sowing, post-harvest management and sales.
Men: transfer of seedlings, tools and supplies, soil management, construction of houses, making tools, harvesting and transporting products.
This influences the valuation and relationship that each person has with the landscape resources.

PROGRAMA BOSQUES ANDINOS

Text: Mathez-Stiefel, 2017. Photos by Nicolás Villaume.

CASE STUDY

Restoration of High Andean Landscapes

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HOW:

CLOSING

GAPS

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What do we have to do at integrated management level to close these gaps in order to build fair landscapes?

Goal: Active engagement and application of the topics covered today

[We recommend using Mentimeter for these prompts and sharing that screen]

[Send question and Mentimeter link into Zoom chat]

[Narrate words that come in]

[Speak to the results in the word cloud/mentimeter]

What do we have to do at an integrated management level to close these gaps to build Just Landscapes?

Well, do you remember when we started this session and we said there were no recipes to build a diversity and inclusion strategy? Well, there are no recipes. But all of you can build it collectively.

And we want to share the experience of many landscapes that are implementing different strategies to have more just and inclusive landscapes.

What kind of social diversity do we find in our landscape or ILM process?

[Return to shared screen to display Slide deck]

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CAPACITY BUILDING

Photo by BM Nacional Puerto Rico

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EMPOWERMENT AND PROMOTION OF LEADERSHIP

Photo by Leah Mwangi at KENVO

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Respect privacy
Strategies for children
Consider different schedules
Explicit invitations
Work in separate groups
Leverage existing organizations or networks
Make specific questions
Remember that women and young people have a complementary perspective to thatcof men and adults

FACILITATION & PROJECT MANAGEMENT TIPS

Goal: Provide participants with actionable tips on how to incorporate diversity and inclusion in their routine.

If we want to mainstream the diversity and inclusion approach, it is important to put on inclusive lenses at all times and in all the actions we carry out in the landscape. That's why we also want to share with you these small actions or project facilitation tips, which are the product of practice and lessons learned from other colleagues:

- Do not invade privacy in large workshops, but rather address sensitive topics with key informants.

- Consider strategies for the presence of infants (bring markers, coloring sheets, and toys)

- Women, men and young people may have different time availability and different schedules must be set. Consider that occupations are different in the mornings, afternoon, weekend and holidays.

- It can always be complemented with interviews and participant observation.

- Make invitations explicitly indicating men and women, or you and your wife, etc.

- As long as we can, we need to conduct focus groups or interviews bye separate groups: women and men, youth and adults, young women an young men, indigenous and not indigenous, indigenous young men and indigenous young women.

- Always identify if there are women/youth organizations, even if they are not related, identify their perspectives and interests.

- In workshops, also make women's work tables.

- Always ask questions that tend to collect information with a gender and intergenerational focus.

- Consider that women, although they do not have the same functions as men, have a complementary and necessary perspective. The same thing happens with young people.

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COPAIBO INCLUSIVE VALUE CHAIN

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After watching the Copaibo Inclusive Value Chain video,�reflect and write in your journals about:

What equity and inclusion strategies are used in the video?
Which of these strategies are being implemented in your landscape?�What other strategies could be implemented?
What elements does your landscape need to develop or strengthen�in order to implement these strategies?

JOURNAL REFLECTION

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PROGRAM

OUTLINE

Update session dates

Update session names

Jan 30	Introduction to ILM
Feb 1	Five Interactive Elements of the ILM Framework
Feb 27	Integration of Diversity, Equity, Inclusion and Justice as a Cross-Cutting Part of ILM
Feb 29	Inclusive Stakeholder Identification and Engagement as a Foundation for ILM
March 19	Landscape Partnerships: Cross-Sectoral and Multi-Stakeholder Governance
March 21	Landscape Action Planning for a Multi-Generational Landscape Strategy
April 23	Shared Vision for a Thriving Landscape for All
April 25	Introduction to Integrated Landscape Finance Strategy and Tools
May 21	Landscape Investment Portfolio
May 23	Bringing it All Together Across Landscapes: Training Reflective Showcase

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THANK

YOU!

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FACILITATORS:

Replace names of facilitators and dates

LOGOS:

Add partner logos

Replace names and emails of facilitators

Patricia Bon, Max Levy, and Bemmy Granados. EcoAgriculture Partners

January 29, 2024

PATRICIA BON: pbon@ecoagriculturepartners.org

MAX LEVY: mlevy@ecoagriculture.org