Improving the effectiveness of humanitarian action: progress in implementing the Inter-Agency Standing Committee (IASC) Gender Marker

Foran, Siobhán; Swaine, Aisling; Burns, Kate

doi:10.1080/13552074.2012.687221

Cited by 6 publications

(2 citation statements)

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“…As a subjective process, the Gender Marker has been criticised for resulting in agencies over-marking themselves with no consequences or accountability. 56 In an interview, the Gender Marker was described by one humanitarian practitioner as "having no teeth". 57 She explained that originally, a Gender…”

Section: Gender Within Humanitarian Actionmentioning

confidence: 99%

Skewed Allegiances: Recalibrating Humanitarian Accountability towards Gender

Lokot

2021

Refugee Survey Quarterly

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Humanitarian actors often face competing accountabilities that may skew “upwards” in favour of donors. With increasing requirements on humanitarian actors to demonstrate efficiency and impact, accountability has often become depoliticised, reduced to technical frameworks and bureaucratic processes. Within humanitarian work focused on promoting gender equality, the problems in how accountability is framed have particular ramifications, affecting how gender issues are positioned, how gender-related data are presented and the assumptions underlying interventions that seek to address gender inequality. This article is based on ethnographic research in Jordan, specifically interviews with humanitarian practitioners and Syrian refugees. It explores how accountability for gender issues is positioned within the humanitarian sector. The article challenges the fixation on collecting quantitative data on gender-based violence and suggests that humanitarian assumptions about refugee populations may lead to stereotypical and homogenous representations about refugees that fail to recognise complexity. It provides examples of gaps in humanitarian assistance experienced by Syrian refugees in Jordan. The article also suggests that accountability for social transformation and change may be shifting from humanitarian actors towards refugees themselves. The article recommends that approaches to humanitarian accountability should prioritise listening, and being honest about failures and gaps in knowledge.

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Section: Gender Within Humanitarian Actionmentioning

confidence: 99%

Skewed Allegiances: Recalibrating Humanitarian Accountability towards Gender

Lokot

2021

Refugee Survey Quarterly

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“…Inclusive education as highlighted through the MDGs learns from the lessons of development practice regarding the link to gender. A growing awareness of the ways in which women, men, boys and girls are all affected differently by slow and rapid onset disasters and humanitarian crises (Foran et al, 2012) has been instrumental to the understanding of the need to modify responses to take into account these differences. The combination of the Goals 2 and 3-linking education and gender equality-show that these can be cross-cutting issues and cannot be addressed independently.…”

Section: Education Development Goalsmentioning

confidence: 99%

Affected-community perceptions of the effectiveness of participatory development in the delivery of humanitarian aid for education in emergencies

Halman¹

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Humanitarian disasters are growing in frequency and are more unpredictable, partially as a result of climate change, with developing countries experiencing greater impacts from natural and humaninduced disasters mainly due to their pre-existing disadvantages. The limited resources for a growing number of humanitarian responses requires a rethink in how to provide aid in a more effective and sustainable manner. Those most affected by the disasters, the primary stakeholders in humanitarian response, are the communities at the front line whose daily lives are impacted, and this includes subgroups within communities who are traditionally relatively more disadvantaged within the same societies and communities. During humanitarian disasters, children are considered one of the most vulnerable groups, experiencing greater impact on social, mental and physical levels. Among others, the earthquakes in Nepal, in 2015, have had an extraordinary effect on the wellbeing of the children in the affected areas, resulting in their over-representation in metrics of loss of life and injury, and disrupting their daily routines such as education. It is estimated that up to 2,000,000 children had their education interrupted as a result of the disaster, requiring a prioritisation of education during disaster response activities. The purpose of this research is to respond to a gap in the literature and theories that support humanitarian action. There have been recent calls, through the World Humanitarian Summit in 2016, and subsequent forums, to capitalise on the historical connections between development, disaster, and peace studies, or what is referred to as the nexus. By drawing on development theories, particularly participatory planning and development, and investigating Nepal's post-Earthquake recovery responses, the thesis attempted to fill the knowledge gap and contribute to the emerging body of evidence that supports the nexus. It sought to gain an understanding of how aid organisations interact with affected communities to achieve quality humanitarian aid outcomes in disaster response. To meet this aim, it asked four main research questions that centre on the role of communities in the education disaster response, and the participatory nature of the relationship between aid organisations and affected communities. A case study approach was used, to explore how aid organisations conducted their humanitarian activities in a developing country context that was marked by a host of challenges, including an ethnically and linguistically diverse population, traditional community power structures, and geological barriers. By focusing on the Sindhupalchowk district of Nepal, which had experienced the greatest impact of the disaster, eight aid workers and 54 participants across six village areas x

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Gender, Humanitarianism and the Military

Christie¹

2017

The Palgrave International Handbook of Gender and the Military

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Improving the effectiveness of humanitarian action: progress in implementing the Inter-Agency Standing Committee (IASC) Gender Marker

Cited by 6 publications

References 0 publications

Skewed Allegiances: Recalibrating Humanitarian Accountability towards Gender

Skewed Allegiances: Recalibrating Humanitarian Accountability towards Gender

Affected-community perceptions of the effectiveness of participatory development in the delivery of humanitarian aid for education in emergencies

Gender, Humanitarianism and the Military

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