Creating Healthier Masculinities

 

Learning Objectives:

● Unpacking stereotypical expectations on masculinity and how they enable different types of violence including child sexual exploitation and sex trafficking 

● Discussing alternatives to unhealthy expectations in masculinity and assessing their impact

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Notes for Educators:

This lesson plan focuses entirely on social norms associated with masculinity. It can be done either with an exclusively male-identifying youth as well as with students of all genders. If sessions are divided by gender identity, non-binary and trans students should be given the opportunity to join the session that is the most affirming for them. 

Please note that throughout this lesson plan, it’s important to use a strength based-lens in which conversations are not framed as a critique on masculinity but rather as opportunities to find alternatives to the unhealthy behaviour that is embedded in our culture and expected from male-identified individuals. 


Curriculum Connections:

Gender Studies Gr.11 (HSG3M):

  • B2.1 Analyse the ways in which power and privilege are unequally distributed between and among males and females in homes, schools, workplaces, and community settings 

  • B2.3 Analyse ways in which sexism can manifest itself in contemporary Canadian society

Dynamics of Human Relationships Gr. 11 HD3O):

  • C1.1 Describe various types of relationships that people may experience during their lifetime explain the contributions healthy relationships make to individual, group, family, and community well-being 

  • C2.1 Analyse ways in which social and cultural factors, including portrayals in the media, shape people’s ideas about relationships

Healthy Active Living Education Gr. 9 (PPL1O):

  • C1.5 Demonstrate an understanding of factors e.g., acceptance, stigma, culture, religion, media, stereotypes, homophobia, self-image, self-awareness) that can influence a person’s understanding of their gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex) and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify sources of support for all students


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