CITY OF MALABON UNIVERSITY

Maya-maya cor.
Pappano St., Longos Malabon City
Telephone Nos. 374-57-72/ 374-58-57
COLLEGE OF TEACHER EDUCATION

GENDER AND SOCIETY

SUBJECT CODE: GEE 412
TOPIC OR LESSON 1: LEGAL BASIS FOR THE STUDY OF GENDER AND
SOCIETY WEEK: 2
SUB-TOPIC/S: a. Laws made for the inclusion of Gender and Society in the
College Curricula;
b. Gender and Sexual Violence Against women;
c. Status of the Filipina during the American, Spanish, and
Pre Colonial Era

OVERVIEW OF THE TOPIC

In this session, we will try to understand why we need to study Gender

and Society as part of our college curricula. We will discover the evolution of
laws that led to the implementation of Gender and Society. Likewise, there are
stories and events that surrounded the enactment of such laws. We will also
be studying about these recurring topics on gender and sexual violence
happening all over the world. Lastly, we will examine the condition of the
Filipino women during the American Era, Spanish Era, and during the Pre
Colonial Era

LEARNING OUTCOMES

The following outputs are to be expected at the end of this

session: ∙ Students’ active participation during class

∙ Timeline

∙ Quiz

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
1. Familiarize with the Philippine Laws concerning sex and
gender 2. Identify current gender issues in the country
1 | Page

ENGAGE
Watch the United Nation’s Video entitled “The Impossible
Dream” See: https://www.youtube.com/watch?
v=t2JBPBIFR2Y

EXPLORE
Students will be asked to share their insights and/or points-of-view about
the scenes from the video. Are the scenarios observable in your own
household? Relate the video with your personal experiences.

EXPLAIN

A. Laws that led to the implementation of Gender and Society in the College
Curricula

2015
CHED MEMORANDUM ORDER No. 01 Series of 2015
∙ Establishing the policies and guidelines on gender and development in
the Commission on Higher
Education and Higher Education Institutions (HEIs)
∙ Mandates:

⮚ GAD Focal point system in CHED (Dr. Eloisa Mackay)

⮚ Develop Gender and Development curricula

⮚ Gender Responsive Research Programs

 ⮚ Gender Responsive Extension Programs

⮚ GAD Database in the institution

2 | Page
2010
Establishment of the Gender and Development(GAD) Focal Point
System ∙ July 2, 2010

∙ To undertake all necessary and appropriate mechanisms to advance the

cause of GAD in accordance with the policies and directives from the
Commission on Higher Education, Commission on Women, and all
other enabling bodies that promulgate Gender and Development

2009
MAGNA CARTA OF WOMEN
∙ September 2009

∙ Comprises the major statutory guidelines that all Responsible Agencies are
expected to pursue and implement, guided principally by the Philippine
Commission on Women (PCW)
∙ The MCW Implementing Rules and Regulations (IRR), which were approved
in March 2010, identify the Commission on Higher Education (CHED) as
the agency mandated to:
(1) develop and promote gender-sensitive curriculum;
(2) develop gender fair instructional materials;
(3) ensure that educational institutions implement a capacity
building program on gender, peace and human rights
education for their officials, faculty and non- teaching staff and
personnel, promote partnerships between and among players of
the
education sector;
(4) promote partnerships between and among players of the
education sector;
(5) encourage advertising industry and other similar
institutions to provide free use of space and installation of displays
for schools, colleges and universities for campaigns to end
discrimination and violence against women; and
(6) guarantee that educational institutions provide
scholarship programs for marginalized women and girls set the
minimum standards for programs and institutions of higher learning.
-(MCW IRR, Rule IV, Section 16
1995
BEIJING PLATFORM FOR ACTION (BPFA)
∙ September 1995

∙ "Aimed at removing all the obstacles to women's active participation in all

sphere of public and private life through a full and equal share in
economic, social, cultural and political decision-making at home, in the
workplace and in the wider national and international communities.
Equality is a matter of human rights and a condition for social justice."
-(Beijing Declaration and Platform for Action, Mission Statement, passim)

3 | Page
1992
Republic Act 7192 "Women in Development and Nation-Building Act" ∙ An act
promoting the integration of women as full and equal partners of men in
development and nation building and for other purposes ∙ Mandates:

⮚ Equality in capacity to act

⮚ Equal memberships in clubs

⮚ Admission to military schools

⮚ Voluntary PAG-IBIG, GSIS, SSS Coverage

1987
Constitution of the Philippine Republic, Article II, Section 14
∙ "The State recognizes the role of women in nation-building, and shall
ensure the fundamental equality before the law of women and men."

1981
United Nation Convention on the Elimination of all Forms of Discrimination
Against Women (CEDAW)
∙ The CEDAW defines discrimination against women as "any distinction,
exclusion or restriction made on the basis of sex which has the effect or
purpose of impairing or nullifying the recognition, enjoyment or exercise
by women, irrespective of their marital status, on a basis of equality of
men and women, of human rights and fundamental freedoms in the
political, economic, social, cultural, civil, or any other field."
-(CEDAW, Part I, Article 1)

B. Pre-1981 Violence Against Women and other Gender

The Rape of Nanking 1937
was an episode of mass murder and mass rape committed by Imperial
Japanese troops against the residents of Nanjing (Nanking), then the capital of
China, during the Second Sino-Japanese War. The massacre occurred over a
period of six weeks starting on December 13, 1937, the day that the
Japanese captured Nanjing. During this period, soldiers of the Imperial Japanese
Army murdered disarmed combatants and Chinese civilians numbering an
estimated 40,000 to over 300,000, and perpetrated widespread rape and looting.

Marry your Rapist Law (Philippines)

RA 8353 "Anti-Rape Law of 1997," Article 266-C.:
Effect of Pardon. – "The subsequent valid marriage between the
offended party shall extinguish the criminal action or the penalty imposed. In
case it is the legal husband who is the offender, the subsequent forgiveness by
the wife as the offended party shall extinguish the criminal action or the
penalty:

4 | Page
Provided, That the crime shall not be extinguished or the penalty shall not
be abated if the marriage is void ab initio.”

Breast-Ironing (Cameroon)
also known as breast flattening, is the pounding and massaging of a
pubescent girl's breasts, using hard or heated objects, to try to make them stop
developing or disappear. The practice is typically performed by a close female
figure to the victim, traditionally fulfilled by a mother, grandmother, aunt, or
female guardian who will say she is trying to protect the girl from sexual
harassment and rape, to prevent early pregnancy that would tarnish the family
name, preventing the spread of sexually transmitted infections such as HIV/AIDs,
or to allow the girl to pursue education rather than be forced into early marriage.

Leblouh (Mauritania and other African countries)

is the practice of force-feeding girls from as young as five to
nineteen, in countries where obesity was traditionally regarded as desirable.

Female Genital Mutilation

also known as female genital cutting and female circumcision, is the
ritual cutting or removal of some or all of the external female genitalia.
Procedures differ according to the country or ethnic group. They include
removal of the clitoral hood and clitoral glans; removal of the inner labia;
and removal of the inner and outer labia and closure of the vulva. In this last
procedure, known as infibulation, a small hole is left for the passage of urine
and menstrual fluid; the vagina is opened for intercourse and opened further for
childbirth.
Child Marriage
is a marriage or similar union, formal or informal, between an adult
and a child under a certain age, typically age eighteen. The child can be a
girl or a boy, but the large majority of child marriages are between a girl and a
man, and are rooted ingender inequality.

Corrective Rape
also called curative orhomophobic rape, is ahate crime in which
one or more people are raped because of their perceived sexual orientation
or gender identity. The common intended consequence of the rape, as seen
by the perpetrator, is to turn the person heterosexual or to enforce conformity
with gender stereotypes

Honour Killing
or shame killing, is the murder of a member of a family, due to the
perpetrators' belief that the victim has brought shame or dishonor upon the
family, or has violated the principles of a community or a religion with an honor
culture. Typical reasons include divorcing or separating from their spouse,
refusing to enter

5 | Page
an arranged, child or forced marriage, being in a relationship or having
associations with social groups outside the family that is strongly disapproved
by one's family, having premarital or extramarital sex, becoming the victim of
rape or sexual assault, dressing in clothing, jewelry and accessories which are
deemed inappropriate, engaging in non-heterosexual relations

Foot-binding (China)
Chinese custom of applying tight wrappings to the feet of young
girls to modify their shape and size. The bound feet were an enhancement to
a woman's beauty and made her movement more =dainty, and a woman
with perfect lotus feet was likely to make a more prestigious marriage. The
desirability varies with the size of the feet.

Cybersex trafficking
Victims are transported by traffickers to 'cybersex dens', which are
locations with webcams and internet-connected devices with live streaming
software. There, victims are forced to perform sexual acts on themselves or
other people, in sexual slavery, or raped by the traffickers or assisting
assaulters in live videos.

C. Status of Filipino Women during the American Era

∙ The coming of the Americans created opportunities for women to earn

 college degrees and learn the essentials of business.
∙ Women were employed in managerial positions as heads of business firms
dealing in textiles and native cloths, jewelry, embroideries, pawnshops,
rice and foodstuff, bakeries, real estate, and transportation.
∙ The influence of women in business has even extended to retail and other
industries previously
dominated by men.
∙ Filipinas were given more responsibilities as managers in different industries
because of their leadership skills and good work ethics.
∙ The prioritization of education was responsible in improving the influence
of women in the fields of trade and commerce.
∙ With the increase in the female literacy rate, more women gained access
to new types of work and careers, like in law and science.
∙ Women were able to get the opportunity to break away from traditional
gender-related roles

D. Status of Filipino Women during the Spanish Era

∙ Arranged marriage was a custom among Pre-Spanish Filipinos ∙ In some
Tagalog regions, if the woman was especially distinguished, the husband
usually took her name.

6 | Page
E. Status of Filipino Women during the Pre-Colonial Era
∙ The pre-colonial Filipino wife was treated as a companion, not as slave. ∙
She enjoyed freedom in making decisions in the family.
∙ What name to give a child was also her prerogative.

∙ She enjoyed a key role in the economic stability of the family. ∙ It was
seldom that a woman did not know how to manage the family
landholdings.
∙ She had the task of agricultural production once the ground had
been prepared by the man.
∙ She engaged herself in weaving and pottery-making and usually
managed the trading of products and wares.
∙ The practice of primogeniture with regard to inheritance regardless of sex
allowed women to succeed their fathers as rulers of tribes.
 ∙ Being a pact holder was recognized among women in the pre-Spanish
society.
∙ Some were treated as Babaylans or deities of their tribes

ELABORATE
Timeline of the Legal Basis for the Study of Gender and Society in the
College Curriculum

Answer the following questions.

1. Describe the transition of the Filipina women following the timeline. 2.

Describe the growth and/or struggle of gender and development studies in
our country following the laws that were discussed.
3. What is the current status of the Filipina in the year 2020?
4. Share recent news or stories that you have encountered which concern
issues on the status of women during the pandemic.

7 | Page
5. How can you apply what you learned today on your current daily roles as
a human being?

EVALUATE
Asynchronous Quiz No. 1 will be given to the students via Google

Form Homework 1:
Asynchronous Activity No.1 in preparation for next module's topic (what
constitutes a person's sex), students will be asked to evaluate themselves; and
identify their personal characteristics that define their sex.

REFERENCES
See: “The Impossible Dream” by The United Nations.
https://www.youtube.com/watch?v=t2JBPBIFR2Y See:
https://ched.gov.ph/cmo-1-s-2015/ See:
https://www.ohchr.org/en/professionalinterest/pages/ cedaw.aspx See:
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-
the republic-of-thephilippines/the-1987-constitution-of-the-republic-of-
the philippines-article-ii/ See: https://library.pcw.gov.ph/sites/default/files/ra-
7192- irr.pdf See:
https://beijing20.unwomen.org/en/aboutSee:https://pcw.gov.ph/sites/default/
fil es/documents/laws /republic_act_9710.pdf See: https://nhcp.gov.ph/risen
opportunity-the-economic-role-of-filipino-women-during-the-
americanregime/ See:
https://www.univie.ac.at/ksa/apsis/aufi/wstat/mujer.htm

ADDITIONAL
MATERIALS

See: Rebecca Tapscott (14 May 2012)."Understanding Breast "Ironing": A Study

of the Methods, Motivations, and Outcomes of Breast Flattening Practices in
Cameroon" See: Popenoe, Rebecca. 2004. Feeding Desire: Fatness, Beauty,
and Sexuality among a Saharan People. New York: Routledge.ISBN978-
0415280969.

8 | Page
See: Martha Nussbaum(Sex and Social Justice, 1999) See: Gastón, Colleen
Murray; Misunas, Christina; Cappa (2019)."Child marriage among boys: a
global overview of available data".Vulnerable Children and Youth Studies.
14(3): 219 228.doi:10.1080/17450128.2019.1566584. See: United Nations
(2015)."UNAIDS 2015 Terminology Guidelines"(PDF).UNAIDS.org. See:
"SECRETARY-GENERAL, IN ADDRESS TO "WOMEN 2000" SPECIAL SESSION, SAYS
FUTURE OF PLANET DEPENDS UPON WOMEN". United Nations
9 | Page