Gender and Identity

Labels are for jars, not for people. 

We are learning to identify that it is not helpful to apply labels to people.
We are practising using statements which challenge the limiting nature of labels.  

PREPARATION:
Bring in some labelled jars/
containers for lesson intro. 

Whole: 

1. Show students some containers/jars with labels. Have a discussion about what a label is used for (e.g. to describe what is inside the container).

2. Ask volunteers to come up and wear the labels ‘boy’, ‘girl’ and question: “do these labels do the same thing as the labels on the jars/boxes?”.

3. Explain that unlike the containers/jars, these labels do not tell us what is inside the person. They don’t tell us what these people like to do, play, or anything about their nature.

4. Refer to the previous lesson where students shared about their favourite games/interests. Explain how this extra information would need to be added to the labels the volunteers are wearing to understand who each of these people are and what they like, their preferences, etc.

5. Explain that if we rely on labels to help us understand people, we can get into problems. Eg. it is not useful if we think that the label ‘boy’ means that all boys should be the same and like the same things etc.

6. Introduce the word gender. Explain that the word gender is used to talk about ideas people have about what it means to be a boy or a girl. E.g. blue is a boys colour, or ‘you can’t because you’re a boy’.

7. Explain these statements are examples of ideas people have about gender but these are opinions, not facts.  Discuss how they limit people. Discuss history/how this has changed over time e.g. AFLW.

8. Explain to students that they are going to practise disagreeing if they hear people using gender labels. Students to pair up and come up with a scenario: e.g. if you hear someone say “you can’t play because you’re a girl”: change the can’t into can. The aim is for the class to have a voice against labels because labels are for jars not people.

Part:

Students to pair up and come up with a response to these examples:

 • Girls can’t play football. (Response: Girls CAN play football)
• Boys can’t learn ballet.
• Boys can’t cry when they are hurt.
• Girls can’t play in the building corner. • Girls can’t be firefighters.
• Boys can’t cook.
• Girls can’t be doctors.
• Men can’t be nurses.
• Dads can’t mind the babies.
• Mums can’t go to work.
• Girls can’t be strong.
• Boys can’t be gentle.

Whole:

Reflect on the main ideas. Ask students to summarise - what are labels used for? Did today’s activities help you to feel like you have a voice/a way to disagree when people say things like “boys can’t” or “girls can’t”? How?

Chant together: Labels are for jars, not people!