Blog

Compiled by Sharon Chipunza (RWA Zimbabwe)

INTRODUCTION

LVC launched its first Feminist school in Johannesburg from 4 to 8 July 2019. The school was attended by 6 African countries that include South Africa, Zimbabwe, Mozambique, Kenya, Uganda and Tanzania. The school which happens to be the first of its kind in the history of that movement was a ground breaking school where much focus was given to Feminism with a peasantry perspective.

PROCEEDINGS
The school was facilitated by two sisters from strategic women movements of Rural Women\’s Assembly [Sharon] and WoMin [Maggie]. The sessions dwelt much on making the participants understand and appreciate the concept of Feminism, Feminist theories, discussed women’s unpaid labour, how women can tell their stories, how patriarchy remains the main stumbling block to women’s empowerment, the strong link between patriarchy and capitalism (history of classes and struggle of the working class), violence against women and children, violence against the environment.

After unpacking these key terms, the facilitation team introduced the issue of power as central to the discussions thereto. We looked at visible power, invisible power and hidden power. This was done through an exercise where pseudo characters were given names and what role they played in society e.g. media which can influence society through biased reporting that is normally skewed towards one gender. The feminine gender is normally not depicted as having influence despite them doing great work behind the scenes. The exercise went to an extend of analysing how corporate colours are associated with men. For e.g. when invited for business dinner you are advised to dress in blue/ black suits which colours are associated with power and dignity and the same colours are the ones that boys are socialised to choose.
The other methodology used was the introduction of the Master’s House that has been in existence for generations. This house clearly demonstrates how institutions like culture [homes/ communities], education [schools, colleges, universities] where literacy is obtained, religions [churches, traditional beliefs] and political institutions [ instruments of the state, political parties] are used to promote male dominance and subordination of women. Participants were put in groups of three where they wrote about how they were socialised. These small papers were then put in the house and an analysis of the house was done to see the power dynamics in all the four areas mentioned.

One of the key observations of the meeting was that as women irrespective of age, race, educational qualifications we are all trapped in this house. Strategies employing a  feminist approach are needed to get ourselves out of that house. We also noted that the process of getting oneself out was not something that could happen suddenly but will happen by removing brick by brick, then layer by layer until we all get ourselves out.

It was the meeting’s agreement that a strong and genuine sisterhood is the only way that Feminism can have a meaning and have results.

The participants were then put in country groups where they came up with their country strategies that were later combined to form a regional strategy.