INTERSECTIONALITY

RESOURCE GUIDE
AND TOOLKIT
An Intersectional Approach to Leave No One Behind

intersectionality resource guide and toolkit 1

TABLE OF CONTENTS

FOREWORD 3

ACKNOWLEDGEMENTS 4

ACRONYMS 5

INTRODUCTION 6
Scope and purpose of the toolkit 6
Who is it for? 7
How to use this toolkit 7

SECTION 1: INTRODUCING INTERSECTIONALITY 8

What is intersectionality? 8
Why does it matter? 9

SECTION 2: EIGHT INTERSECTIONALITY ENABLERS 13

1. Reflexivity 13
2. Dignity, choice and autonomy 13
3. Accessibility and universal design 13
4. Diverse knowledges 14
5. Intersecting identities 14
6. Relational power 14
7. Time and space 14
8. Transformative and rights-based 14

SECTION 3: INTERSECTIONALITY
IN PRACTICE 15
A framework for action 15
Analyse 17
Adapt 23
Assess 28

SECTION 4: MENU OF SERVICES AND TOOLBOX 34

TOOL 1: Power flower - exploring your identity and privilege 35
TOOL 2: Key considerations for creating safe spaces 38
TOOL 3: Intersectionality context analysis 43
TOOL 4: Analysis to adaptation 47

GLOSSARY OF TERMS 49

KEY REFERENCES AND RESOURCES 51

ENDNOTES 53

intersectionality resource guide and toolkit 2

 FOREWORD
There is growing recognition that structural barriers and rising inequalities must be addressed in order to achieve
the goals of the 2030 Agenda and the pledge to leave no one behind. The COVID-19 crisis has amplified this need as
those experiencing intersectional discrimination face disproportionate impacts in terms of access to health care, risk
of violence, unemployment and wellbeing.

Intersectionality can go a long way towards addressing these inequalities. With growing recognition that failure to
address complex social systems and identities can obscure or deny the human rights protections due to all, it is crucial
to design programmes and policies that effectively address not only discrimination based on disability but the situa-
tion of those affected by all forms of compounded and intersecting forms of discrimination. This does not require an
‘add and stir’ approach, but rather a full shift in mindset: one that is willing to sit with the discomfort that comes with
exploring the relational nature of power and discrimination both within and beyond UN systems.

The Resource Guide and Toolkit has been developed to help both organizations and individual practitioners and ex-
perts to address intersectionality in policies and in programmes. It may be used by individuals or teams to assess their
own knowledge, attitudes and practice, at a programme level as a supplement to existing design, adaptation and
assessment processes or at policy level to better understand and address the different and intersecting effects of policy
on marginalised persons.

Hence this Resource Guide and Toolkit will support this journey and prompt the user to inquire into and embrace
‘the messiness of difference’ that exists when all users and practitioners begin to recognise that “there is no such thing
as a single-issue struggle because we do not live single-issue lives”.
Photo credit

intersectionality resource guide and toolkit 3

ACKNOWLEDGEMENTS
This Resource Guide and Toolkit is the result of a collaborative effort between UN Women, UNPRPD, Members of Civil
Society Advisory Group including the International Disability Alliance and its Community of Practice members, and
inter-Agency joint project partners. The content herein has been greatly benefited and enhanced by the expertise
and perspectives of diverse persons from the disability movement across the globe. Their experience, insights and
comments helped significantly in finalizing the product.

Intersectionality Series Editor: Abul Hasnat Monjurul Kabir, UN Coordination Adviser and Global Team Leader,
Disability Inclusion and Intersectionality, UN-Women; Intersectionality Consultant: Teresa Thomson; Contributors:
Agnes Abukito, Uganda; Christine Kirungi, Uganda; Dalyla J. Pérez Montúfar, Mexico; Dulamsuren Jigjid, Mongolia;
Elizabeth Campos Sánchez, Peru; George Khoury, Lebanon; Amba Salelkar, Kavita Nair, India; Krishita Adhikari, Nepal;
Peter Ochieng, Uganda; Pirkko Mahalmaki, Finland; Matilda Apio, Uganda; Nisu Adhikaiji, Rosario Galarza, Peru; Tungi
Mwanjala, Tanzania; Yana Zayed, Palestine. Production Support: Priyanka Narahari, Gerado Franco (UN-Women).

Peer Reviewers: Christian Courtis, OHCHR, Alessandro Di Rosa, Megan T Tucker, Rosanne Wong, Omar Robles UNICEF;
Monjurul Kabir, UN-Women; Amanda McRae, Women Enabled International; Dale Buscher, Women’s Refugee
Commission; Diana Hiscock, HelpAge International; Hannah Loryman, Sightsavers; Kathy Al Ju’beh, CBM Global;
Rosario Galarza, International Disability Alliance; Sebastien Fahrni and the UN North Macedonia Country Team;
Ola Abualghaib and Sreerupa Mitra, UNPRPD; Tatiana Cernomorit and the UN Moldova Country Team

Peer Assist for piloting: Participating members of the UN Inter-agency joint project Group, UN Moldova and North
Macedonia Country Teams for their help in validating, piloting, testing and reviewing the toolkit.

Participating Agencies as part of UNPRPD funded Joint Programme: OHCHR; UNDESA; UNICEF; UNFPA; and UN-
Women [Coordinating and Management Entity for the Joint Programme].

Membership of the Civil Society Advisory Group for the Global Toolkit Initiative: ADD International; CBM Global;
Creating Resources for Empowerment in Action (CREA); HelpAge; International Disability Alliance (IDA); Sightsavers;
Water Aid; Women Enabled International; Women’s Refugee Commission.

intersectionality resource guide and toolkit 4

ACRONYMS
CEDAW Convention on the Elimination of All Forms of Discrimination Against Women

CRC Convention on the Rights of the Child

CRPD Convention on the Rights of Persons with Disabilities

CSO Civil society organisation

GBV Gender-based violence

IOM International Organisation for Migration

OHCHR Office of the United Nations High Commissioner for Human Rights

OPD Organisation of persons with disabilities

SDGs Sustainable Development Goals

SOGIESC Sexual orientation, gender identity and expression and sex characteristics

UNCT United Nations Country Team

UNDESA United Nations Department of Economic and Social Affairs

UNFPA United Nations Population Fund

UNICEF United Nations International Children’s Emergency Fund

UNPRPD United Nations Partnership on the Rights of Persons with Disabilities

intersectionality resource guide and toolkit 5

INTRODUCTION
Since their beginnings, human rights frameworks have Aid, Women’s Refugee Commission, Women Enabled
formed the bedrock of the United Nations system; how- International) was formed to ensure reflection of diverse
ever, structural forms of inequality continue to pervade views throughout the toolkit development process.
and prevent equality for all. In recognition of this, world An intersectional approach was used to steer toolkit
leaders agreed to the 2030 Agenda for Sustainable development. In particular, we thank the International
Development; 17 goals and 169 targets that set out to Disability Alliance and its Community of Practice mem-
eradicate poverty, end discrimination and commit to an bers for their support in co-designing of the toolkit. The
equitable future. The need has become more urgent in content herein has been greatly benefited and enhanced
the context of COVID-19, as the UN System and Member by the expertise and perspectives of diverse persons
States respond to a crisis that has brought systemic in- from the disability movement across the globe. Their
equality to the fore and disproportionately impacted the experience, insights and comments informed the ulti-
lives of persons with disabilities and others already mar- mate direction and approach of the toolkit. The toolkit
ginalised by systems of oppression such as patriarchy, was also informed by among key partners, members of
ableism, racism, ageism, colonialism and imperialism. diverse groups, and thematic experts and desk review of
existing resources and best practices.
Intersectionality offers a new way of thinking about
these complexities. It is not an ‘add and stir’ approach nor
does it “provide definitive answers to social problems”; Scope and purpose of the Resource
rather, it reframes our understanding of marginalisa-
Guide and Toolkit
tion and “creates spaces for reflexive consideration and
critical engagement.”1 Applying an intersectional lens This Resource Guide and Toolkit offers a starting point for
helps connect human rights to the multiple forms of those wishing to deepen their understanding and apply
discrimination that people experience. It is essential to an intersectional approach to their work. It aims to pro-
achieve equal outcomes for all in global efforts to fulfil vide conceptual clarity, a practical framework and tools
the pledge to leave no one behind. for reducing compounded and intersecting inequalities
faced by people experiencing diverse and compounded
This Resource Guide and Toolkit emerged from an identi- forms of discrimination. Its purpose is to:
fied need to use an intersectional approach that included
people with disabilities in all their diversity in the devel- 1. Contribute to an understanding of intersectionality
opment, implementation and evaluation of policies, that bridges the gap between theory and practice.
programmes, advocacy and inter-governmental pro- 2. Help practitioners, policymakers, and advocates
cesses. However, the authors and collaborators realised mobilise efforts to address the 2030 Agenda and its
that an effective intersectionality resource needed to go goals by embedding an intersectional mindset as
beyond a focus on specific intersecting identities, such part of their policies, programmes and services.
as disability and gender, as this would still exclude those
who are most marginalised. Consequently, this toolkit is This Resource Guide and Toolkit is comprised of eight en-
framed around a set of core intersectionality enablers, ablers and a framework for action that helps the user to
including diverse knowledges, power relations and re- reflect and identify actions that can be taken to address
flexivity, in order to address the “multi-level interacting intersectionality.
social locations, forces, factors and power structures that
shape and influence human life.”2 The Resource Guide and Toolkit:

The Resource Guide and Toolkit is the result of an • Considers intersectionality holistically and highlights
inter-agency joint project between UN Women, UN examples of what this looks like for people experienc-
DESA, UNICEF, UNFPA and OHCHR and supported ing diverse forms of intersectional discrimination.
by the UNPRPD. A Civil Society Advisory Group (ADD • Is designed to be integrated within existing work,
International, CBM Global, Creating Resources for processes and tools (including Common Country
Empowerment in Action (CREA), HelpAge International, Analyses and UN Sustainable Development
International Disability Alliance, Sightsavers, Water Cooperation Frameworks).

intersectionality resource guide and toolkit 6

• Is flexible and should be adapted to suit the local How to use this Resource Guide
context; the experiences and expertise of local popu-
and Toolkit
lations should be the starting point for implementing
any of these approaches in specific contexts. Intersectionality is an approach, a mindset; not a mere
• Includes useful resources, a selection of practical toolkit. It is a way of thinking, reflecting and working.
tools and good practice examples.
Transformative change begins where ‘the individu-
As with any resource, this toolkit should be reviewed al and system meet’ and intersectionality must be
and updated over time, based on user feedback and as addressed through a process that focuses on self-re-
further gaps and priorities emerge. flection, relationships and contexts.3 The effectiveness
of an intersectional approach depends on how willing
the user is to challenge themselves and interrogate
Who is it for? their own attitudes and ways of working and cannot be
achieved via checklists or prescriptive processes. With
The Resource Guide and Toolkit is for practitioners, policy this mindset the user will be able to then apply the en-
makers, experts, and advocates. The intended user for ablers and action framework across their existing work
the project is UN Country Teams (UNCT) and colleagues processes, whether this is at policy, programmatic or
across the UN system working to support Member institutional level.
States. However, it is applicable to any individual, civil
society, government or private sector entity seeking to
apply an intersectional lens to their work.

Guide to Resource Guide and Toolkit sections

SECTION2 SECTION 4
1
SECTION SECTION3
Eight Menu of
Introducing Intersectionality
intersectionality Services
intersectionality in practice
enablers and Toolbox

An explanation of the The eight core An action framework to Tools for practitioners to
theoretical concepts that enablers needed to apply an intersectional adapt and implement as
underpin an intersectio- apply an intersectional approach at any stage in a part of an intersectional
nal approach and how lens and some key process (analyse, adapt, approach.
these help us uphold questions to help us assess). Practical examples
human rights for all. apply this to how we are given for how the eight
think and what we do. intersectionality enablers
may be applied at each
stage.

Guide to icons

Key messages Link to activity Resources for Tips and Case study/
from the toolbox further reading reminders good practice

intersectionality resource guide and toolkit 7

SECTION 1: INTRODUCING
INTERSECTIONALITY
This section:
• Introduces the concept of intersectionality
• Underscores the importance and relevance of intersectionality to human rights
• Frames intersectionality within UN Conventions and other normative frameworks

What is intersectionality? It recognises that people’s lives are shaped by their iden-
tities, relationships and social factors. These combine
Originally coined by Kimberlé Crenshaw in 1989, inter- to create intersecting forms of privilege and oppression
sectionality has gained popularity and is often discussed depending on a person’s context and existing power
as a theory, methodology, paradigm, lens or framework. structures such as patriarchy, ableism, colonialism, im-
Many different definitions have been proposed, largely perialism, homophobia and racism.5
by academics and policymakers, and rarely by those most
negatively impacted by it.4 It is important to remember the transformative poten-
tial of intersectionality, which extends beyond merely a
In essence, however, intersectionality is focus on the impact of intersecting identities. Crenshaw
“a way of thinking about identity and its herself admits that she is “amazed at how it gets over-
relationship to power.” and under-used,” describing many applications as “just
multiplying identity categories rather than constituting
- Kimberlé Crenshaw, 2015 a structural analysis or a political critique.”6

Intersectionality Wheel
Colonialism
Ho
bia mo
pho ph
ns Religion
ob
a
Tr

ia
n

Ge sex titi
tio

& en
nd ua es
id
ca

er l
u
Ed

Agei
Sexism

Infancy
sm

Old age Childhood

Disability

Poverty
status

Middle age Adolescence

Adulthood
is m
A b le

Ge loc

R ac
is m

og ati

ce
ra on
ph

Ra
ic

Re Indigeneity
li g sm
io u s si
sd
iscr Cla
imina
ti o n

The original design is adapted from The Equality Institute’s version of the Intersctionality wheel

intersectionality resource guide and toolkit 8

 Table 1: What intersectionality is and isn’t*

Focus of
What it is… What it isn’t…
intersectionality

Social inequality Mutually constituted and intersecting Adding up advantages and subtracting
social categories disadvantages

Dynamic nature of Inequalities as dynamic relationships A static and siloed examination of

inequality inequalities

Contextual Understanding that power Assumptions regarding the importance of

dependency configurations are time- and any one or multiple social categories
location-dependent

Structural and political Structural and political factors that Focus on individual behaviour without
context shape inequalities consideration of structural and political
constraints

Power relations An exploration on how social Ignorance of the impact of power relations
inequalities are shaped by power on social inequalities
relations

Implications for most Focus on implications for those most Focus on implications for those whose
disadvantaged marginalised within a group status is protected or elevated within a
group

Reflexivity Practitioners’ reflection on how their Practitioners’ attempt to completely

own background identities shape the remove themselves from the research and
research process and interpretation of analysis process
results

* Adapted from Larson, E., et. al, (2016, April). “10 Best resources on…intersectionality with an emphasis on low- and middle-income
countries”, Health Policy and Planning, Oxford University Press, Issue 31.

Why does it matter?

An intersectional lens is required to reach the furthest It identifies hidden structural barriers and supports an
behind first and achieve: understanding of how individual experiences differ,
even within already marginalised or underrepresented
• Substantive equality that leaves no one behind groups. Failure to examine these elements risks to un-
• More inclusive and responsive policy making and dermine the achievement of the 2030 Agenda and the
service delivery perpetuation of intersectional inequalities.
• Better use of resources: improved stakeholder collab-
oration builds a better understanding of the context, Many international human rights instruments treat
solution and results in more tailored services different forms of discrimination as separate and dis-
tinct, including the Convention on the Rights of Persons
Without an intersectional approach, the global pledge with Disabilities, the Convention on the Elimination of
to leave no one behind will remain aspirational. Discrimination Against Women and the Convention on
Understanding the importance of intersectionality will the Rights of the Child.
lead us to ask ourselves who is left behind, why and un-
der what circumstances.

intersectionality resource guide and toolkit 9

 Table 2: Intersectional discrimination and rights violations

Issue Intersecting discrimination Rights violations

Slavery in Mauritania7 Women and girls on the basis of birth • Physical integrity
(caste), ethnicity and gender • Education
• Nationality (registration as a citizen)
• Marry and found a family

Forced sterilisation Inequalities as dynamic relationships • Inviolability of the person

and abortion in Czech • Legal capacity
Republic8 • Physical integrity
• Health care including sexual and
reproductive health rights
• Marry and found a family

Forced drugging in the Older women and men with disabilities • Physical integrity
United States9 living in nursing homes • Health care
• Freedom of dignity
• Free and informed consent

Child or forced Indigenous and rural women and girls • Physical integrity
marriage in India10 on the basis of place of residence, • Access to education
ethnicity and gender • Economic participation
• Access to information
• Health including sexual and reproduc-
tive health

Sexual violence in Women and girls on the basis of • Life

Democratic Republic gender, socioeconomic status and • Physical integrity
of Congo11 ethnicity • Safety of the person

Forced separation of Indigenous children on the basis • Self-determination

indigenous Australian of ethnicity, age, gender, cultural • Family life
children12 practices, physical and mental health, • Education
economic status and place of residence • Work
• Freedom of religion or belief
• Freedom of dignity

Sexual violence in Girls on the basis of gender, disability, • Equality before the law including access
the Philippines13 age and socioeconomic status to justice
• Legal capacity
• Physical integrity
• Safety of the person
• Access to education
• Freedom of expression

Below is a selection of just some of them (the nine core with Disabilities (2006) was the first human rights treaty
international human rights instruments are highlighted to recognise multiple and intersecting forms of discrim-
in bold). ination and defined this further in General Comment
No. 6 on Equality and Non-Discrimination. Increasingly,
In recent decades intersectionality has gained significant other non-binding instruments/recommendations are
traction particularly in the context of international hu- also referring to multiple discrimination.14
man rights law. The Convention on the Rights of Persons

intersectionality resource guide and toolkit 10

 Table 3: Human rights instruments

Universal Declaration of Human Rights (UDHR) - 1948

Convention relating to the Status of Refugees - 1951

Convention relating to the Status of Stateless Persons - 1954

United Nations Declaration on the Granting of Independence to Colonial Countries and Peoples - 1960

Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages - 1962

International Convention on the Elimination of all Forms of Racial Discrimination (ICERD) -1965

International Covenant on Civil and Political Rights (ICCPR) - 1966

International Covenant on Economic, Social and Cultural Rights (ICESCR) - 1966

Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) - 1979

Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief - 1981

Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT) -1984

Convention on the Rights of the Child (CRC) - 1989

International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families
(ICPMW) - 1990

United Nations Principles for Older Persons -1991

Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities - 1992

Convention on the Rights of Persons with Disabilities (CRPD) - 2006

International Convention for the Protection of All Persons from Enforced Disappearance (ICPPED) - 2006

ILO Convention 169 on Indigenous and Tribal Peoples Convention, 1989 (C169) and the Declaration on the Rights
of Indigenous Peoples - 2007

Declaration on the Rights of Peasants and Other People Working in Rural Areas - 2018

“Intersectional discrimination” occurs when a person with a disability or associated to disability

suffers discrimination of any form on the basis of disability, combined with colour, sex, language,
religion, ethnic, gender or other status. Intersectional discrimination can appear as direct or indirect
discrimination, denial of reasonable accommodation or harassment. For example, while denial of
access to general health-related information due to inaccessible format affects all persons on the
basis of disability, the denial to a blind woman of access to family planning services restricts her
rights based on the intersection of her gender and disability... States parties must address multiple
and intersectional discrimination against persons with disabilities.”
- General Comment No. 6 (2018) on Equality and Non-Discrimination: Committee on the Rights of
Persons with Disabilities

intersectionality resource guide and toolkit 11

 Intersectionality connects these international human Intersectionality is not an ‘add and stir’
rights instruments through one lens, helping us to recog- approach nor does it “provide definitive answers
nise how experiences of multiple discrimination are not to social problems”; instead, it reframes
discrete. It is a tool for equity that supports contextual our understanding of marginalisation and
approaches to development and rejects the ‘one-size fits’ “creates spaces for reflexive consideration
all programmatic approach cautioned against by the UN and critical engagement.”
Special Rapporteur on Violence Against Women.15
- Mrs Rashida Manjoo, United Nations
Special Rapporteur on Violence Against Women,
Its Causes and Consequences 2012

Applying an intersectional lens helps to connect human rights instruments to address the
multiple forms of discrimination that people experience. Only by doing this will we be able
to achieve equal outcomes for all.

Substantive
Human Rights equality
Instruments

Leave
INTERSECTIONAL no one
LENS behind

People experiencing
multiple forms
of discrimination Inclusion
© UN Women/Samar Abu Al-ouf

intersectionality resource guide and toolkit 12

SECTION 2: EIGHT
INTERSECTIONALITY
ENABLERS
This section:
• Outlines the key enablers that underpin an intersectional approach for users. Enablers
are used to analyze and understand context, adopt corresponding initiatives, etc.
• Informs and influences the key considerations discussed in the next section (section
3) for applying an intersectional approach to each stage of development planning/
processes.

1. Reflexivity 3. Accessibility and universal design

Examine your own unconscious biases, beliefs, judge- Take a universal design approach, ensuring accessibility
ments and practices, as well as those of your organisation, and reasonable accommodation.*
and how these may influence how you work and engage
with others. Don’t take your assumptions for granted. Have you asked people what they need to participate?
Have you removed physical, transportation, information
Do I critically reflect on how my biases, attitudes and and communication barriers or provided reasonable alter-
beliefs influence my opinions and actions? How does my natives? Have you addressed attitudinal, environmental
privilege directly or indirectly disadvantage others? What and institutional barriers?
can I do to address this?

Reasonable accommodation means necessary

2. Dignity, choice and autonomy and appropriate modification and adjustments
not imposing a disproportionate or undue burden,
Respect and uphold the dignity, choice and autonomy of where needed in a particular case, to ensure to
all people. This cannot be assumed on behalf of others persons with disabilities the enjoyment or exercise
and decision-making cannot be substituted. on an equal basis with others of all human rights
and fundamental freedoms.
Who has independence and who doesn’t? Who shares
their perspectives and who doesn’t?
Who has full control over how they live their life and who
doesn’t? Universal design means the design of products,
environments, programmes and services to be
usable by all people, to the greatest extent possible,
without the need for adaptation or specialised
design. Universal design shall not exclude assistive
devices for particular groups of persons with
disabilities where this is needed.

*Source: UNCRPD. Also, CBM Global Disability Inclusion, Al Jubeh,

K., Dard, B., Zayed Y., (2020, November). Accessibility GO! A Guide
to Action, Delivering on 7 accessibility commitments.

intersectionality resource guide and toolkit 13

 4. Diverse knowledges 7. Time and space
Prioritise and learn from people with diverse forms of Recognise the influence of time and space. Nothing is
knowledge who are typically excluded from ‘expert’ static, privilege and disadvantage are fluid and influ-
roles. There is a relationship between power and knowl- enced by our social positioning and location.
edge production and design.
Does privilege look different in this location? Across differ-
How do we know what we think we know? Who told us? ent generations?
Who has not been consulted? Does discrimination look different in this location? Across
different generations?

5. Intersecting identities 8. Transformative and rights-based

Consider how diverse identities interact to create unique Promote human rights and address inequalities by
social effects that vary according to time and place. transforming social structures and changing the way
Identities are not singular and distinct, nor are they resources and relationships are produced and allocated.
additive.
Are we changing the way that resources are produced and/
What are the intersecting identities of the people we en- or distributed? Are we changing the way relationships are
gage with? Who is missing? produced and/or distributed?

6. Relational power
Be aware of and challenge relational power, including
our own. People may experience power in one context/
time and oppression in another.

Who holds power and in what circumstances? Who makes

decisions? How are they accountable?
© UN Women/Ryan Brown

intersectionality resource guide and toolkit 14

SECTION 3:
INTERSECTIONALITY
IN PRACTICE
This section:
• Provides key considerations for applying an intersectional approach to each stage of
development planning/processes
• Should be adapted as needed for different contexts
• Does not have to be used in a linear way – you may want to revisit steps as your
understanding increases
• Includes key questions, case studies and good practice examples to support more
practical guidance
• Links to relevant tools from the toolbox in Section 4, as well as further resources to
support you

A framework for action govern changes in terms of equality. The bottom left
domain is often least considered (with the exception of
To apply an intersectional lens to policies and pro- some gender equality-focused programming) and con-
grammes and operational support we need to think siders the impact of social norms, attitudes, exclusionary
holistically about what we are trying to change and how practices on progress towards intersectional equality.
we are trying to change it. The below framework helps us
to support the empowerment of those experiencing in- Sometimes working in one domain will lead to change in
tersectional discrimination, realise rights and challenge others, for example:
unequal power relations.16 It expresses how change hap-
pens across two primary dimensions. The first is across • Individuals supported to start up small businesses via
individual through to collective or systemic levels, at all village savings and loans groups (access to resources)
levels of society. The second is across all visible and invis- might report increased self-confidence (agency).
ible forms of power; from social norms and exclusionary • Organisations advocate to change the law so people
practices through to formal laws and policies. with disabilities have equal recognition (laws) might
lead to increased political participation (agency).
The top two domains map the individual, family and • Collective action promoting sexual and reproductive
community level elements, while the bottom two are health rights (agency) might reduce stigma around
systemic. The domains on the right map the formal women and girls’ menstrual cycles (social norms).
and tangible while the left domains cover the informal,
intangible elements. An effective – and intersectional – But this doesn’t always happen:
policy or programme will interrogate the relationships
between each of the four domains. • Women might report increased self-confidence
(agency) because of economic empowerment but if
The top left domain considers agency, commitment, social norms do not change then still there may be
knowledge and skills needed for equality. The top right gender based violence.
domain is about access to and control over resources • Laws may be changed so people with disabilities have
and opportunities. The bottom right domain considers equal recognition (laws), but these may not be imple-
laws, policies, programmes, resource allocation and ac- mented and so access to resources is still an issue.
countability mechanisms; these are the visible rules that

intersectionality resource guide and toolkit 15

 INDIVIDUAL/FAMILY/COMMUNITY

Access to &
Agency Control Over
Commitment Resources &
Knowledge & Skills Opportunities
INFORMAL/INTANGIBLE

FORMAL/TANGIBLE
(4AQs)

Laws
Social Norms Policies
Attitudes Programmes
Exclusionary Resource Allocations
Practices Accountability
Mechanisms

ORGANISATION/SOCIETY/SYSTEM

1
STEP 2
STEP STEP3
Analyse Adapt Assess

This framework should be applied dynamically, accord- • Analysis: identifying the gaps and determining a
ing to context and never as a checklist. This framework pathway for change specific to the context
can be used to integrate an intersectional approach • Adaptation: designing and implementing interven-
within existing tools and at various stages of a process. tions that follow the determined pathway
• Assessment: understanding what changes have hap-
pened and what still needs to be done

intersectionality resource guide and toolkit 16

Analyse
How will the policy, programme or action affect those The first step of an intersectional approach is to
experiencing intersectional discrimination? How will it analyse and explore the root causes of intersectional
promote equality and address discrimination? discrimination.

Table 4: Analysing initiatives using the intersectionality enablers

Issue Actions

Reflexivity Uncover and interrupt your own unconscious biases and

proactively seek the feedback of those experiencing intersectional
discrimination.
Listen to others and be conscious of how your position/status may
inhibit others from speaking up.

Dignity, choice and autonomy Be sensitive to people’s situations and right to inherent dignity.
Respect all opinions, be careful not to make assumptions or rely on
proxies.

Accessibility and universal design Allocate resources (including budget) to ensure meaningful
participation of all marginalised persons with disabilities including
spoken, local and sign language interpretation, captioning, audio
description, braille language, plain language, easy read formats.

Diverse knowledges Actively engage with people who have intersecting experiences of
discrimination at all stages of analysis.
Determine an analysis framework that privileges and learns from
diverse forms of knowledge.
Dedicate resources (including time and budget) to seek out
diverse knowledges, recognising different cultures and ways of
communicating.

Intersecting identities Explore how identities interact to create unique social effects and
inequalities.

Relational power Identify how power varies from one person to another and in what
circumstances.
Explore how systems and attitudes influence power dynamics.

Time and space Consider how inequality and discrimination vary according to time
(e.g., intergenerational change) and location (e.g., rural to urban,
coastal, migrant, between countries).

Transformative/rights-based Identify gaps in broader formal and informal systems based on

analysis of impacts on intersecting identities.
Analyse how social norms, roles and relations impact on those with
intersecting experiences of discrimination.

intersectionality resource guide and toolkit 17

a) Check yourself b) Understand who is affected, and how

Intersectionality recognises that we all bring personal

values, interests and beliefs based on our own unique “Intersectionality serves as a cautionary
lived experiences. The first step in any intersectional reminder not to speak for those who cannot,
approach then is to explicitly reflect on and address our or ask others to share our agenda while they
own power and subjectivity. You should consider: wait for their own”

• The different areas of your life and work where - Kathryn Henne, 2013
you hold power and areas where you experience
disadvantage.
• Your personal values, experiences, interests, beliefs The next phase of analysis is to begin to define the
and political commitments. problem or issue your intervention seeks to address, and
• How these might influence the knowledge, values explore who is affected by this issue, in what ways. By
and biases that you bring to this policy, programme using a reflective, participatory and collaborative process
or action specifically. you can begin to develop a more robust picture of the
• How these personal elements relate to your disability issue and uncover any assumptions, missing target pop-
status, gender identity, sexual orientation, ethnicity, ulations or inequalities that are being reinforced.
socioeconomic status, age, etc. and inform your views
and experiences of patriarchy, ableism, colonialism, • What is the issue or problem that the policy, pro-
racism and heterosexism through the life cycle. gramme or action is aiming to address?
• What assumptions or beliefs about what causes the
problem and who is most affected underlie this rep-
Tool 1: Power Flower resentation of the problem?
• What role have individuals and/or communities
This activity will help you to reflect on your that experience intersectional discrimination had
own subjectivity and assumptions in this in intervention in defining the problem, need or
process. intervention?
• Who and what was involved in framing the problem
this way?
• What types of evidence were used?
Further resources • How has the framing of the problem changed over
time or across different places?
To learn more about unconscious bias, view
• Are any specific populations targeted and if so,
the University of California, San Francisco’s
are intersections identified or are they seen as
Office of Diversity & Research Unconscious
homogenous?
Bias Resources: https://tinyurl.com/y5bjazb7
• How were these identified? By whom? What actions
For an in-depth discussion on power and its are proposed?
central role in intersectional analysis, see • Are any unequal power dynamics identified? For
Hankivsky, O., & Cormier, R. Intersectionality: example, what is the relationship between imple-
Moving Women’s Health Research and Policy menter and end-users?
Forward: https://tinyurl.com/y47827xl21 • Who has responded to the problem and how? For
example, how have governments and affected pop-
ulations/communities responded?
• What are current responses trying to achieve? Do
they focus on specific target groups? Who is part of
TIP – this is not a one-off exercise – keep
the proposed intervention?
checking yourself and challenging your
• Who is positioned to influence and implement the
assumptions at every step!
intervention?

intersectionality resource guide and toolkit 18

What role can diverse communities play in these inter- This tool provides a list of questions that you may need
ventions? How will they be meaningfully engaged and to consider to understand intersectionality in any given
supported to provide input into the design, implementa- policy or programme setting. The questions should be
tion, and evaluation of interventions and policies?17 contextualised, adapted and added to. They may also
be used to supplement existing frameworks (see, for
example, PRPD Country Situational Analysis Guidance)
Tool 2: and ensure that analysis – and subsequent adapta-
Key considerations for creating tion – really explores the specific intersecting forms of
safe spaces discrimination experienced in a particular context. You
may not be able to answer all the questions; cover what
is possible in each context and note where further inves-
tigation or analysis is required.
REMINDER to consider who is defining
the problem and who is answering these
Further resources
questions. Who is not answering these
questions but should be? For practical disability and gender analysis
tools that help inform planning, practice
and systems see CBM International’s
Disability and Gender Analysis Toolkit:
c) Understand the root causes of
https://www.cbm.org/fileadmin/
intersectional discrimination user_upload/CBM_disability_and_gender_
analysis_toolkit_accessible.pdf

“The way I try to understand the

interconnection of all forms of subordination
is through a method I call ‘the other
question’. When I see something that looks
racist I ask ‘Where is the patriarchy in this?’
When I see something sexist I ask ‘Where
is the heterosexism in this?’ When I see
something homophobic I ask ‘Where are the
class interests in this?’”

- Mary Matsuda, 1991

The final phase of analysis is to deepen your understand-

ing of the root causes of intersectional discriminations
and inequalities that may be raised in relation to the
issue.

Tool 3:
Intersectional context analysis
© UN Women/Praveen Rao Kaliga

intersectionality resource guide and toolkit 19

Table 5: Examples of how to apply intersectional enablers at the Analysis step:

Enabler Applied Not applied

Reflexivity The lead consultant in an analysis of Two white men conduct a report on
the situation of indigenous peoples in police violence against people with
Australia considers their own individual disabilities in the United States,
connection to colonisation. even though police violence occurs
disproportionately against people of
colour in the United States.18

Dignity, choice and Protection and anonymity are provided Feedback is sought from young adults
autonomy for community members so they can with intellectual disabilities via their
participate in analysis consultations parents regarding their access to sexual
but are worried about identification and reproductive health care services.
as they are a member of a stigmatised
minority group e.g., albinism, LGBTIQ+,
HIV-positive status.

Accessibility and A diverse range of people with Women with intellectual disabilities
universal design disabilities is consulted to identify the from remote areas are not consulted
physical, communication, information due to a failure to provide reasonable
and transportation barriers that can accommodation.
prevent people from engaging in the
project.

Diverse knowledges Muslim women of all ages are consulted An analysis of women’s empowerment
to understand their perspectives on in Morocco assumes that women are
women’s empowerment. coerced into wearing the hijab.

Intersecting identities Analysis explicitly acknowledges that People with disabilities are considered as
identities are not singular and seeks a homogenous group and consultation
out the least represented within with the leadership of a national level
already marginalised groups and how OPD is considered sufficient for analysis.
intersectional discrimination impacts
them (SEE CASE STUDY 2).

Relational power A power analysis of internal and external An analysis identifies intersecting forms
stakeholders is undertaken and used to of oppression but does not connect
frame the problem and its root causes. this to who holds power and how the
solution can be addressed.

Time and space Analysis shows that younger generations A situation analysis of Roma women
of women and men in urban Papua New living in the United Kingdom fails to
Guinea are more supportive of men’s consider the generational differences in
equal role in unpaid care work. responding to intimate partner violence.

Transformative/ Analysis of the situation of indigenous Analysis looks at availability of health

rights-based populations considers the impact of services without consideration of
systemic violence and intergenerational cultural norms.
trauma.

intersectionality resource guide and toolkit 20

 Case study 1: Constant reflection to avoid perpetuating unconscoius bias is essential, even for
development practitioners

Social norms and gender biases are present in everybody, consciously or unconsciously. Therefore, it is
relevant to work to deconstruct these biases in everyone involved in the inclusion of women and girls with
disabilities, including themselves.

In Ethiopia, although an established and recognised organisation had developed an in-depth gender
assessment with some disability-sensitive dimension, it turned out only six men and one boy with
disabilities had participated in activities. The study mentioned the general perception people hold on
disability, exclusion and stigma, and how women and girls with disabilities faced obstacles to marriage or
lacked companionship. Bridging the Gap-II (BtG-II) has supported this organisation in designing adequate
terms of reference and activities for the given project, to strengthen the inclusion of women with
disabilities, presenting them as active members of society.

In Sudan, one of the localities in North Kordofan did not let any representative of women with disabilities
participate in the trainings because the community belonged to an ethnic minority which does not allow
women to participate in public activities. To minimise the impact of social and gender biases, BtG-II
has organised trainings and consultative workshops in Sudan for government officials, OPDs and other
stakeholders on inclusion of disability rights and a gender perspective in legal and policy frameworks,
together with awareness-raising sessions to change the negative attitudes and social norms towards
women and girls with disabilities.

In Burkina Faso, thanks to a training about menstruation and the preparation of suitable sanitary napkins,
women with disabilities felt free to talk about the management of their periods, and were then able to
make their own reusable sanitary napkins, a subject which was previously seen as taboo.

“The society of Burkina Faso tends to think that we, the disabled, do not have the right to be part of this
society. We (the disabled) are not trusted because they think we do not have skills.” President of UNAFEHB,
Burkina Faso.

Source: Mayher, Cristina Lopez, (2021, April). Bridging the Gap II. The Empowerment of Women and Girls
with Disabilities. Brussels: European Union.
© UNICEF/Ashley Gilbertson

intersectionality resource guide and toolkit 21

 Case study 2: Acknowledging people with disabilities are not a homogenous group improves
intervention results

Through a UNPRPD joint programme, national guidelines and a toolkit for GBV prevention were developed
in Timor-Leste, and ADTL (umbrella OPD), the Community Based Rehabilitation Network (CBRN) and 10
lead facilitators including facilitators with disabilities held training on the toolkit for prevention of GBV to
service providers in Dili in the justice, health, and social services sectors. Recognising the inter-sectional
dimensions of disability and gender, OPDs (ADTL and CBRN-TL) participated in the national Gender
Coordination Group meeting facilitated by the Secretary of State for Equality and Inclusion and UN
Women in February 2020.

Two OPD members are also representatives of the EU-UN Spotlight Initiative National Civil Society
Reference Group, which was established in 2020 and ensures OPD voices are included in national
mainstream efforts to address GBV.

Towards ensuring the sustainability of engagement of women with disabilities, the UN has included
support to OPDs in advancing disability-inclusive services for survivors of violence and capacity
strengthening of OPDs in joint UN projects, such as the EU-UN Spotlight Initiative (involving UN Women,
UNFPA, UNICEF, UNDP and ILO), and the UN-KOICA Together for Equality Project (led by UN Women,
with UNDP, UNFPA and IOM). OPDs have been involved in the design and governance mechanisms of
these initiatives, reaffirming the investment in engagement and capacity of persons with disabilities in
development efforts.

Source: UNPRPD, Empower for Change – Reducing violence and discrimination against women and
children with disabilities in Timor-Leste. Programme Report available at http://www.unprpd.org/
our-programmes/76
© UN Women/Asfandyar Khan

intersectionality resource guide and toolkit 22

Adapt This should be decided based on the priorities of those
experiencing intersecting forms of discrimination.
How will you design or change the policy, programme
or action to better meet the priorities of those most
marginalised? Tool 4:
Analysis to adaptation
The second step is to take the understanding gained in
the analysis step and adapt the policy, programme or
action. This is a vital step in turning the understanding
gained via the first step into collective action. Many is- Use this tool to explore examples of good practice
sues may have been identified in the first step and this across these four areas and consider the specific ad-
second step aims to determine if and how action is to be aptations that you may need to take according to the
taken on any of these issues. initial analysis conducted using the Intersectional
Analysis tool (Tool 3).

Table 6: Adapting initiatives using the intersectionality enablers

Issue Actions

Reflexivity Recognise limitations and that your perspective is only one reality.

Dignity, choice and Create safe and accessible spaces for all to participate equally including separate
autonomy spaces where necessary.

Accessibility and universal Information and feedback mechanisms are provided in a range of accessible
design formats, including local languages.

Diverse knowledges Define and design programme objectives and activities collaboratively with people
with experience of intersectional discrimination.
Local staff are diverse, and the programme undertakes a proactive approach to
inclusive recruitment.

Intersecting identities Process, output and outcome indicators use qualitative and quantitative
approaches to measure progress towards equality for the most marginalised.

Relational power Activities challenge attitudes, stigma, stereotypes and discrimination faced by the
most marginalised.

Time and space Flexible and regular monitoring systems that can analyse the influence of external
factors.

Transformative/ Adopt specific measures to address equality and non-discrimination and promote
rights-based the participation and empowerment of the most marginalised.

intersectionality resource guide and toolkit 23

TIP/GUIDANCE ON INCLUSIVE BUDGETING

“The budget is the government’s most

important economic policy document.
A carefully developed, implemented and
evaluated budget is central to the
realisation of all rights.”

Participatory budgeting has often been

successful when Civil Society Organisations
have been active in pushing for
representation of marginalised groups.

During the Workers’ Party administration

between 2001 and 2004, the government of
São Paulo introduced ‘segment’ delegates
to participatory budget councils, in addition
to territorial and thematic representatives.
These delegates represented nine target
groups: Afro-Brazilians, elderly people,
children and adolescents, youth, the lesbian,
gay, bisexual and transgender (LGBT)
community, women, indigenous groups,
homeless people and people with disabilities.
Most of the proposals and decisions made
in the participatory budgeting forums and
council meetings were implemented.19

Further resources

To learn more about developing

intersectional indicators via a human
rights-based approach to data management
see Office of the United Nations High
Commissioner for Human Rights (OHCHR)’s
Guidance Note: https://www.ohchr.
org/Documents/Issues/HRIndicators/
GuidanceNoteonApproachtoData.pdf

A guide to measurement and

implementation of human rights indicators
is also available at: Human_rights_
indicators_en.pdf (ohchr.org)
© UN Women/Samar Abu Al-ouf

intersectionality resource guide and toolkit 24

Table 7: Examples of how to apply intersectional enablers at the Adaptation step:

Enabler Applied Not applied

Reflexivity A human resource team recognises Traditional recruitment and promotion

its current recruitment processes processes do not recognise the
limit opportunities for people from subjectivity implicit in merit-based
marginalised backgrounds and approaches and lead to teams and work
introduces methods to interrupt bias. cultures that lack diversity.

Dignity, choice and Establish a project steering committee Awareness-raising materials to promote
autonomy with decision-making power that the project reinforce stereotypes and
includes underrepresented people from images are used without consent.
already marginalised groups.

Accessibility and Sufficient resources and funding are Access to justice programme for
universal design provided to ensure full accessibility survivors with psychosocial and
and reasonable accommodation (CASE learning disabilities consider
STUDY 1). courtroom accessibility and reasonable
accommodations.

Diverse knowledges Support unplanned activities requested Interventions to support access to

or organised by women with disabilities menstrual hygiene products for women
(CASE STUDY 2). with disabilities in rural Nepal are
designed by international disability
experts who do not take cultural and
gender norms into account.

Intersecting identities Priorities of those experiencing Disability-specific surveys limit data

intersectional discrimination are collection of and disaggregation by
mainstreamed within a gender- disability.
responsive budgeting initiative.

Relational power The programme intervention is designed Women with disabilities are invited
and led by the women who are the to participate in a women’s economic
primary beneficiaries of the project (CASE empowerment programme but there
STUDY 3). is no engagement with or attempt
to address concerns of husbands and
mothers-in-law.

Time and space Context specific data is consistently Measures for participation and
collected and disaggregated to empowerment targeting people with
understand barriers faced by those most disabilities do not address barriers
marginalised in rural areas. faced by people in rural areas, including
barriers due to sexism and colonialism.

Transformative/ Strengthen capacity building and Gender stereotypes are reinforced in

rights-based coordination between movements (SEE education curriculum and training
CASE STUDY 4). developed to support access to education
for children with disabilities.

intersectionality resource guide and toolkit 25

Case study 1: Resourcing for full accessibility is essential for addressing intersectionality

Implementation usually requires adapting or adding actions to the original design scheme, as there
are unexpected events and elements to take into consideration. To achieve this, activities must offer
space, both in terms of resources and timing, to implement such modifications and really offer valuable
interventions for women and girls with disabilities.

In Ethiopia, training for women with disabilities was provided taking into consideration the diversity of the
group. Two deaf trainees were assigned a sign language interpreter, and facilitators paced themselves to
give time for interpretation. The venue was made accessible to those with physical disability. The trainings
didn’t have PowerPoint or other written materials accommodating people with low literacy. When videos
were played, facilitators narrated what was shown to make it relatable to all participants. A woman
from Somalia spoke a different language than those of the facilitators. Thanks to the available resources,
organisers brought in a Somali interpreter the second day and have been availing that service to the
participant in all other trainings.

Similarly, in Burkina Faso, BtG-II ensured that the diversity of women and girls with disabilities could
participate in the activities, by providing assistants for those who needed it, and offering translation into
sign language. The translation of documents into Braille was in progress at the time of the elaboration

Source: Mayher, Cristina Lopez, (2021, April). Bridging the Gap II. The Empowerment of Women and Girls
with Disabilities. Brussels: European Union.

Case study 2: Supporting unplanned activities requested or organised by women with

disabilities strengthens their leadership and intervention outcomes

In Zimbabwe, the UNPRPD supported joint UN programme-generated knowledge and evidence

on Interface of Disability Culture and Gender in Zimbabwe: Perspectives from communities to assess
discrimination experienced by women and girls with disabilities and mapped “Aspirations of Women and
Girls with Disabilities”. These have become key tools for raising awareness on the CRPD and an entry point
for dialogue on the status of women and girls with disabilities in Zimbabwe. This resource material was
used to inform the Zimbabwe CCA development processes and was noted as a key reference document.
Deaf Women Included – an OPD that seeks to represent deaf women and promote gender-responsive
approaches – was selected to be the main contractor to undertake the UNPRPD activity on development of
a Sign Language Manual of Court Usage.

Source: UNPRPD, Advancing the Rights of Women and Girls with Disabilities in Zimbabwe,
http://www.unprpd.org/our-programmes/79

intersectionality resource guide and toolkit 26

Case study 3: Positioning beneficiaries as programme leaders

When evaluators were investigating the working conditions and experiences of women in domestic
service in Asia, they found that the intervention was designed and led by the women who were the
primary beneficiaries. However, this situation had to be fought for by the programme designer who was
working with certain stakeholder groups who saw themselves as the most appropriate spokespersons
for the women (e.g., employment agents). Working with care, the programme manager persuaded these
stakeholders of the importance of hearing the voices of the beneficiaries and the possible gains to be
made by positioning them as leaders. Once convinced, these gatekeepers became very supportive and
became advocates of the process in other intervention sites.

Source: Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality,
Environments and Marginalised Voices (ISE4GEMs): A new approach for the SDG era. New York: UN Women
Headquarters.

Case study 4: Two-way capacity building supports intersectionality and coordination

between movements

One organisation, Pinoy Deaf Rainbow, focuses on capacity building for diverse SOGIESC people who are
deaf by providing leadership skills training and human rights advocacy. Pinoy Deaf Rainbow also partners
with organisations to increase the organisation’s ability to provide accessible HIV-awareness workshops
and be inclusive of deaf people with diverse SOGIESC.

Respondents shared how two-way capacity building and being invited, or inviting others, to join meetings
alongside people or organisations who were at the intersection, such as HIV-oriented organisations, were
good entry points to explore how people with disabilities with diverse SOGIESC could be better supported
by organisations. Being invited to the table to discuss anti-discrimination laws and policies was described
as a good opportunity to increase awareness of people at the intersection.

One respondent shared how there had been opportunities for joint advocacy with a DPO and a diverse
SOGIESC organisation moderated through a civil society network, which might suggest that an external
party is sometimes needed to help broker the start of a working partnership.

One interviewee who is a person with disability and diverse SOGIESC described how their confidence was
built when they were involved in training and capacity-building activities or observed others nominated
to positions of leadership. This enabled them to have more of a voice, and led to peer-development
opportunities. It was noted that when staff at organisations were open as being a person with disability
with diverse SOGIESC the organisation itself became more accepting and understanding of people at this
intersection. The feminist movement was described as a model that was drawn upon to help facilitate this
inclusion of people at the intersection.

In particular, a mandate from funders for the specific inclusion of people with diverse SOGIESC in
disability-inclusive development projects was identified as a key entry point of this report.

Source: Edge Effect, CBM-Nossal Institute, (2020, May). Out of the Margins: An intersectional analysis of
disability and diverse sexual orientation, gender identity, expression and sex characteristics in humanitarian
and development contexts. Canberra.

intersectionality resource guide and toolkit 27

Assess a) Check yourself, and your relationship to
the context
How will you evaluate whether the policy, programme
or action has met the needs and priorities of those As at all stages, critical self-reflection is essential to
most marginalised? achieving the goals of an intersectional approach. Before
embarking on a learning or evaluative process it is im-
The third step considers how to assess the level of change portant that the evaluator/practitioner again considers
that has been achieved; whether a policy, programme or their own personal history, characteristics and experi-
action has adequately addressed all eight intersectional- ences of discrimination and academic training and how
ity enablers. these relate to the process at hand.

Table 8: Assessing initiatives using the intersectionality enablers

Issue Actions

Reflexivity Consistently and critically check your own attitudes, beliefs, assumptions and
interpretations of results and outcomes.
Recognise that all learning and evaluation represents the position or viewpoint of
the evaluator.

Dignity, choice and Create safe spaces in which those most marginalised can be their true selves,
autonomy without having to filter what they share or express but also, without causing
further harm and oppression to others in that space.

Accessibility and universal Ensure diverse, creative, respectful and accessible methods (e.g., sign language,
design spoken, written, tactile sign, images, etc.) are used to consult with people who are
most marginalised in monitoring and evaluation processes.
Share back learning and evaluation findings to communities and a wide range of
stakeholders using local languages and accessible formats.

Diverse knowledges Regularly take time to listen to those experiencing intersectional discrimination
and adjust implementation accordingly.
Be led by the diverse knowledges of others and use this as the starting point for
reflection and evaluation.

Intersecting identities Consistently collect and analyse disaggregated data following OHCHR principles of
participation, self-identification, transparency, privacy and accountability.
Rely on the leadership of people who are most marginalised in evaluation teams.

Relational power Frame learning and evaluation questions according to the priorities of people most
marginalised in the programme context.

Time and space Clearly explain the specific context in which the learning or evaluation has taken
place and recognise the impact that external factors have on findings/results.

Transformative/ Learning and evaluation questions focus on how programmes perpetuate or

rights-based challenge existing power and social structures as well as inequalities.
Disseminate findings in ways that encourage the use of results to enhance human
rights and systemic change.

intersectionality resource guide and toolkit 28

Questions to reflect on could include, for example: • What else do you need to take responsibility for?
What are your interpretations and understanding of
• How is your involvement, knowledge and expertise your role in this (complex) setting?20
perceived by others? • Do you know the community or context ‘well enough’
• How is knowledge shared if knowledge is viewed as to link this learning with positive action?
an imposition?

TIP/GUIDANCE – Learning from diverse

b) Collect data and identify emerging
knowledges – indigenous research scholars themes
insights to respectful engagement
An intersectional approach to data collection again
Consider how indigenous knowledge in the requires acknowledgement of the power dynamics and
specific context of a policy, programme or need for building trust between those collecting data,
initiative may be centred in the assessment doing the learning/evaluating and those most margin-
process. alised. While the specific methods for data collection
are familiar and include observation, key informant
Maori people emphasise the need to learn interviews, focus groups as well as quantitative and dis-
the basic principles of interacting in a aggregated data, the difference lies in how you design
trustworthy way within their culture. and collate that information, in collaboration with the
people you are collecting the data from.
• Whakapapa learning begins with
revealing where you come from and
who your family is; what are your family
connections?
Refer to Tool 2:
• Telling it like it is, to the right people.
Creating safe spaces
Practitioners must identify people in the
community to engage in the learning
process and be honest throughout.
• The importance of kanohi kit e kanohi
• How will you measure policy implementation and
(being present) and kanohi kitea (the seen
outcomes?
face). Practitioners must be present and
• How will you know if inequalities have been reduced?
face to face with the people.
• What intersectional factors will be measured in the
• Being knowledgeable about the history of
evaluation process? Will they be measured using
research in this community. Practitioners
both qualitative and quantitative methods?
need to be aware of the history of
• How will affected communities be meaningfully en-
legislation, policy, discrimination and
gaged in assessing the reduction of inequalities?
oppression, as well as the community’s
• What are other ways of knowing (e.g., experiential,
cultural legacy.
practical, symbolic) and how can you ensure these
• Whakaiti means being humble, not
are part of the assessment?
standing out from the crowd. Practitioners
• What will be the measure of success?
should acknowledge that their knowledge
• What are the major areas of discrimination and
is limited, and they are eager to learn from
disadvantage?
the community members.
• What are the inequalities and barriers that may pre-
• Whakahihi is the opposite, being boastful
vent those most marginalised from participating or
or bragging. Practitioners should not
benefiting from the policy, programme or action?
appear boastful or self-praising.
• What are the specific initiatives or actions needed to
These Maori scholars provide us with a way a) remove these barriers; and b) empower those most
of upholding the central intersectionality marginalised?
principle of diverse knowledges and help • What are the results that go beyond practical needs
us think through ways of addressing power and contribute to transformative change, addressing
differentials that may help with open e.g., social norms?
sharing of life experiences.21 • What is known of the aspirations of those most
marginalised?

intersectionality resource guide and toolkit 29

• Is there evidence of any made worse off by the policy,
programme or action?
• Is there evidence of any who did not participate in the
evaluation itself?22

TIP/REMINDER – Be careful not to assume

positive outcomes based only on your own
perspective or reality.

To illustrate this, consider the popular

European fairy tale “Little Red Riding
Hood”. A little girl visits her grandmother
in the woods. A wolf comes and eats the
grandmother, but a hunter comes and
chops the wolf open, and the grandmother
emerges ‘unharmed’. The story ends
with “They all lived happily ever after”.
Whose reality is this? Does the wolf agree?
Would forest dwellers or proponents of
reforestation agree? Has the incident left all
those involved without trauma? Who has
de ined happy in this instance?23

Further resources

For further guidance on a systemic

evaluation approach that integrates
intersectional analysis see Inclusive Systemic
Evaluation for Gender Environments
and Marginalised Voices (ISE4GEM)
framework: https://www.unwomen.org/
en/digital-library/publications/2018/9/
ise4gems-a-new-approach-for-the-sdg-era
© UN Women/Rena Effendi

intersectionality resource guide and toolkit 30

Table 9: Examples of how to apply intersectional principles at the Assessment step:

Enabler Applied Not applied

Reflexivity An evaluator builds in self-checks for An evaluator draws conclusions about

reflection as part of evaluation plans. the success of a project based on their
own beliefs and attitudes.

Dignity, choice and An assessment of an education project The assessment measures educational
autonomy for indigenous communities in Mexico outcomes based on the curriculum set by
considers educational outcomes and historical and current colonial powers.
quality according to their values of
self-determination.

Accessibility and Evaluation findings are shared in local Evaluation findings are contained in a
universal design languages and accessible formats. final report that is written in English
only.

Diverse knowledges Indigenous women and girls with Evaluation relies on technical expert
disabilities are actively engaged as evaluators.
experts and leaders in evaluation teams.

Intersecting identities An economic empowerment programme Findings assume that the economic
evaluates impact on women with empowerment programme benefitted
children with disabilities. all women equally, without considering
differing unpaid care roles.

Relational power Evaluation questions are framed to look Evaluation questions are informed
at the root causes of an issue and are solely by the perspectives of programme
asked of a wide range of people (CASE management.
STUDY 1).

Time and space An evaluation of a women’s political An evaluation of an eye health project
participation programme identifies across different locations is based
specific factors linking gender and on a standard set of indicators with
the environment and how they vary no assessment of differences in
depending on country and individual transportation, infrastructure and
contexts (CASE STUDY 2). environment, fees and subsidies, timing
of services.

Transformative/ Evaluation of a fistula programme in A fistula programme is evaluated as

rights-based Nigeria considers the broader issues of successful because the target number of
gendered social norms including early reconstructive surgeries was met.
marriage.

intersectionality resource guide and toolkit 31

 Case study 1: Recognising power in the framing of evaluation questions

A study of sexual abuse in a residential school for deaf people provides one poignant example of the
misuse of power (Mertens, 1996). “I was contacted by a consulting firm to collect data for a contract they
had received from a state’s Department of Education. The consulting firm did not mention sexual abuse
in our initial communications; however, I discovered allegations when I asked for a copy of the request for
proposals (RFP) and the proposal. The first line of the RFP stated: ‘Because of serious allegations of sexual
abuse at the residential school for the deaf, an external evaluator should be brought into the school to
systematically study the context of the school.’ When I mentioned this serious issue to the consulting
firm contact person they acknowledged it was a problem but suggested we could address it by asking if
the curriculum included sex education and if the students could lock their doors at night. I indicated that
I thought the problem was more complex than that, but I was willing to go to the school and discuss the
evaluation project with the school officials.

“Upon my arrival, I met with the four men who constituted the upper management of the school. For
about 30 minutes they talked about the need to look at the curriculum and the administrative structure.
They did not mention the topic of sexual abuse. So, I raised the topic, saying, ‘I’m a bit confused. I have
been here for about a half hour, and no one has yet mentioned the issue of sexual abuse, which is the
basis for the Department of Education’s requirement of an external evaluation.’ After some chair scraping
and coughing, one school administrator said, ‘That happened last year, and I am sure if you ask people,
they will say that they just want to move on.’ The administrators were correct that the incidents resulting
in the termination of the superintendent’s contract and the jailing of two staff members had happened
in the spring of the year, and I was there in the fall. I assured them that it was indeed quite possible that
some people would say that they would prefer to move on, but it was important for me to ask a wide
range of people two questions: What were the factors that allowed the sexual abuse to happen? What
would need to be changed in order to reduce the probability that it would recur? I found that there were
many answers to these questions, one of which was a desire to not talk about it and move on. However,
allowing those with power to frame the questions would have resulted in a continuation of an overall
context that had permitted many young deaf people to be seriously psychologically and physically hurt. A
different approach to research and evaluation is needed to address the needs of those who have not been
adequately represented in these contexts.”

Source: Mertens, D., (2009). Transformative Research and Evaluation. New York: Guilford Press.
© UN Women/Ryan Brown

intersectionality resource guide and toolkit 32

 Case study 2: Identifying links in different contexts

Applying the ISE4GEM approach in an evaluation of women’s political participation, we were able
to identify interesting linkages and inter-relationships between environments and the other gender
environments and marginalised voices (GEMs) dimensions. For example, in one country, women
participating in an agricultural initiative exercised their political participation when they engaged local
authorities on climate change issues that were negatively affecting them. In another country, women
were supported to increase their participation in disaster risk management groups, an area where
women’s participation in decision making is limited but of increasing importance. In a third country,
supporting women to engage and participate in climate change legislation at the local level was
identified as an area that required attention. In a fourth country, the enhanced environmental issues
that indigenous groups may face were highlighted. An overall finding of the evaluation was that more
learning and capacity is needed to understand and address the intersectionality between gender and
environments. The simple process of asking informants if they saw a connection between the GEMs
dimensions in the context of women’s political participation led to reflection and more explicit awareness
of a connection, even if what that connection was or meant for their work was not yet clear.

Source: Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality,
Environments and Marginalised Voices (ISE4GEMs): A new approach for the SDG era. New York: UN Women
Headquarters.
© UN Women Kyrgyzstan/Meriza Emilbekova

intersectionality resource guide and toolkit 33

SECTION 4: MENU OF
SERVICES AND TOOLBOX
Time
Tool Purpose When to use Who to use
needed

1. Power Flower • Introduces basic inter- Anytime, but ideally Anyone new or in need 1.5-2
sectionality concepts at the start of of refresher training on hours
• Contextualises inter- any new policy or intersectionality basics.
sectionality in different programme design Policy makers,
places and spaces process. practitioners, workshop
• Explores the role of self facilitators and all those
in relation to power wishing to learn more
about intersectionality
and relational power.

2. Creating Safe • Outlines key consider- When preparing Practitioners and N/A
Spaces ations for designing and for consultations, workshop facilitators.
maintaining safe and meetings,
accessible spaces for all interviews,
• Supports a ‘Do No workshops and
Harm’ approach other forms of
that incorporates engagement.
effective accountability It should also guide
mechanisms and risk how you interact
mitigation with colleagues
• Promotes self-reflection within your
and active listening workplaces.
skills as core to creating
safe spaces

3. • An exercise that in- Anytime, but ideally Policy makers, 3-4

Intersectionality forms an intersectional at the start of practitioners and hours
Context Analysis approach to country any new policy or workshop facilitators
analyses, strategies, programme design
stakeholder mapping process.
and other planning
processes
• Can be applied at local,
national or internation-
al levels

4. Analysis to • Physical integrity After the context Policy makers, 2-3

Adaptation • Access to education analysis is complete practitioners and hours
• Economic participation (Tool 3). workshop facilitators.
• Access to information
• Health including sexual
and reproductive health

intersectionality resource guide and toolkit 34

TOOL 1: POWER FLOWER - EXPLORING YOUR
IDENTITY AND PRIVILEGE

When to use this tool Facilitator competencies

This is a tool for self-reflection which has been designed • In order to initiate meaningful discussions with
for workshop and group meeting settings. It can be used critical self-reflection, it is imperative that a person
at any point in time but ideally, it should be used at the with lived experience of intersectional discrimination
start of any new initiative as a way to positively influence leads or co-facilitates the session.
our approaches and actions from the outset. • This activity can bring up sensitive issues and there-
fore requires at least one of the facilitators to be very
experienced, especially at constructively navigating
Overview the direction of discussions.

Every one of us has multiple, nuanced identities that

form our lives. Just as our own identities are complex, so Accessibility considerations
too are those of the people we work with and encoun-
ter. Gender, race, disability, ethnicity, age, education • Since this is a visual-based activity, the facilitator(s)
– among others – intersect and interact to shape who we will need to pay attention to ensuring that all visual
are and what challenges and contradictions we confront. references are described clearly for any blind and
Exploring our multiple characteristics in a group setting partially-sighted participants. For completing the
helps build personal and collective awareness of our re- personal identity exercise (step 4), provide the partic-
spective circumstances. ipant(s) with a sheet of card each suitable for their
Braille slate.
• Provide a short break halfway through the session to
Purpose allow any participants requiring a sensory break to
have a brief rest.
• To introduce the basic concept of intersectionality, • Have some support assistants on hand for any partic-
highlighting how diverse identities coexist within ipants who may request them.
each of us and change throughout our lives from
infancy to maturity. Materials and space needed
• To explore the ways in which our own intersecting
identities contribute to both oppression and privi- • Sheets of paper in a variety of colours with flower
lege, illustrating how power is relational and always outline – 1 per participant (see below)
dynamic. • Flipchart sheets and metacards
• To reflect on how these forces operate in people’s • Scissors
lives, deepening our understanding of how identity, • Markers and pens
power, subordination, and exclusion affect our or- • Tape/blue tack or sticky wall
ganisations, ourselves as individuals, and our social • Empty wall or floor space
change strategies. • Braille slate, stylus and card for blind participants if
needed

Time
Process
90-120 minutes depending on size of group
1. Facilitator preparation:
a. Cut out 12 large petal shapes and a medium-sized
Participants circle from flipchart paper and place them on the
wall or floor, sticking them together so they are
No more than 25 people arranged in the shape of a flower.

intersectionality resource guide and toolkit 35

 b. Photocopy for each person an A4 sheet of paper and write this on the centre circle of the flower. Then
with a pre-drawn flower with 12 petals. agree with the participants the different social char-
c. Each petal will represent one category, which can acteristics/identities that they would like to explore
include classifications such as: gender, race, eth- with regard to the agreed context. The facilitator
nicity, language, faith, age group, socioeconomic can kickstart this by suggesting some ideas from the
status, education level, disability, location (e.g., cards already prepared. By the end, each of the 12 pet-
urban, sub-urban, rural, remote), relationship als will have a category stuck to it.
status (e.g., married, divorced, partnered, single), 4. Hand out the A4 sheet/card with the 12 flower petals
sexual orientation, citizenship status, housing to each participant and ask them to note both the
(e.g., owned, rented, subsidised, shelter, camp, agreed categories and their own personal character-
none) etc. Therefore, prepare each category on a istics/identities corresponding to each category.
metacard ready to place on each petal. With the 5. After completing the individual flowers, reflect as a
group you will narrow this down to 12 categories, group on questions such as:
but it is a good idea to prepare a few more than a. Have any aspects of your identity changed over
you need and have some spare cards ready for the years? If so, what factors influenced those
relevant suggestions from the group. changes?
d. The central part of the flower will represent the b. Which identities do you feel you have choice over
group’s context for which they will reflect. This and which do you feel are decided for you?
is typically the country that the group is based c. How have the intersection of your identities af-
in but can be adapted to suit the scope of the ex- fected who you are today?
ercise and make-up of the group to reflect other d. What aspects of your identity do you think have
contexts such as a province, community or even a influenced your relationship with others?
global organisation. 6. By now the facilitator(s) should have created a safe
2. Seat the group in a circle or semi-circle depending on space for participants to openly share their opinions
whether you have used the floor or wall to place the and ideas. Next, go back to the main flower on the
large flower. Introduce participants to the purpose wall/floor and go through each category asking the
of the activity, highlighting that this is a safe space group who they consider as having the most power
for us all to reflect on who we are and how certain within the context. (For example, which age group
characteristics/identities we possess may enable or in XX country typically holds the most power?) Once
hinder not only our everyday lives, but also the lives there is consensus, write in these dominant charac-
of others. teristics one by one inside each corresponding petal.
3. Begin the activity by agreeing with the group the 7. When finished, ask the group to return to their in-
context that the activity will focus on (e.g., XX country) dividual flowers and count the number of petals in
© UN Women/Ryan Brown

intersectionality resource guide and toolkit 36

 which their personal characteristics/identities match power you have the less likely you are to speak
those noted as dominant characteristics in the big without back-up evidence e.g., gender dynamics
flower. Participants will possess anything from zero mean that women are more likely to feel the need
to 12 matches. to substantiate their opinions than men.
8. Ask the group to stand up and reorganise themselves - Those with more power can easily fall into the
in the chairs according to their number of matches. trap of looking at their power in relation to those
One end of the circle will represent the highest num- more powerful than them (i.e., those not in the
ber and the other the lowest. room) rather than those less powerful than them.
9. Once the participants have found their new seats, ask Conversely, people with less power typically ac-
them to sit down and take a look at the new arrange- knowledge that there are many more with less
ment. What patterns do they notice? power than them.
10.
a. How does it feel to be where you are placed? Did
you expect it? Why/why not? Debriefing notes
b. Do you think where you are sitting now provides
a realistic reflection of your power status within • We are members of more than one community at
your context? Why/why not? the same time and so can experience oppression
c. Are you surprised by where some other people are and privilege simultaneously. We have, for example,
sitting in relation to you? If so, why? professional identities and identities as wife or moth-
d. Were you ever conscious of your power and privi- er. How does this work? A doctor is respected in her
lege in relation to others before? profession but may suffer domestic violence at home
e. In the future do you think that you are likely to in her private life. She experiences both privilege and
stay where you are, or move up or down the domination at the same time. Intersectionality is
power ladder? Which characteristics are likely to an analytical tool for studying, understanding, and
influence your answer? responding to the ways in which our identities can
f. If you were to change the context, say to your or- intersect and contribute to unique experiences of
ganisation, how different do you think the flower oppression and privilege. Just as programming that
and your position would be? doesn’t specifically address gender or disability inclu-
g. What does this activity tell you about your own sion is likely to fail, so too are blunt instruments that
power or potential for exercising power? If you slot people into simple categories like ‘poor’, ‘young’,
now knowingly hold power and privilege over ‘rural’, etc. By reflecting on how these multiple as-
others, how might this influence your everyday pects operate in our own lives, we can gain a better
life and work? How might you be able to redress sense of ourselves and our relationship to power, and
the imbalance? understand how these factors influence others.
• Since everyone is made up of different characteris-
tics, we need to find points of connection and action
Notes for the facilitator(s) during this with people across these differences so that we can
deeper discussion: tackle the multiple forms of discrimination we face
whether they be due to disability, class, race, gender,
• For some people, this activity can be uncomfortable, age etc.
so be prepared to step in when needed while also • This is intended to be a thought-provoking exercise
being sensitive to the existing power dynamics in the which we encourage participants to continue to
room. contemplate beyond the session. Everyone is urged
• Highlight any observations you make that help to to constantly check themselves – their beliefs, their
illustrate issues around intersectionality such as in- judgements, their actions – as they go about their
tersecting identities, relational power and time and daily lives, and think about what they could do dif-
space – for example: ferently or give more consideration to from this point
- Because each individual has many identities, indi- onwards. Reflexivity is a key enabler for addressing
viduals can be dominant in one relationship and intersectionality.
subordinate in another.
- Power is often least visible to the powerful. Those
with more power are often comfortable giving
an opinion based on ‘gut feeling’ alone. The less

intersectionality resource guide and toolkit 37

TOOL 2: KEY CONSIDERATIONS FOR CREATING
SAFE SPACES

When to use this tool 1. Be aware of your own power,

privilege, attitudes and beliefs
This is a guidance tool for practitioners and facilitators
to refer to, especially when preparing for consultations, • Think about the factors that influence your personal
meetings, interviews, workshops and other forms of values, experiences, interests, beliefs, and political
engagement. It should also guide how you interact with commitment and how they relate to social and struc-
colleagues within your workplaces. tural identities (e.g., gender identity, race, ethnicity,
indigeneity, socioeconomic status, sexuality, disabil-
ity, age, sexual orientation, immigrant status, faith,
Overview etc.) as well as processes of oppression (e.g., patriar-
chy, colonialism, capitalism, racism, heterosexism,
A safe space is collectively defined by the people in it as ableism, etc.) in your context. [see TOOL 1: Power
somewhere they can be their true selves, without having Flower]
to ‘filter’ what they share or express but also, without • Take time to reflect honestly and critically on how
causing further harm and oppression to others in that your own beliefs and attitudes can cause you to pass
space. Many people who have suffered discrimination, judgement on others. This may manifest in different
harassment, abuse or other harms fear the repercussions ways such as having preconceived opinions about
of speaking out and sharing their experiences due to the particular groups of people, victim blaming/shaming
power dynamics that have enabled and perpetuated or assuming things about people’s situations with-
their situation. These experiences and the impact they out reason or actual experience of that exact same
have on people’s lives often come with pain and deep form of oppression.
emotion. Preserving a safe space is therefore critical • If you believe that you are free from any responsi-
while working on addressing intersectionality to ensure bility and accountability in the role you may play in
genuine mutual learning and to mitigate any potential someone else’s oppression, check yourself again. Self-
risks. awareness is the ability to see yourself clearly and as
objectively as possible through reflection and intro-
spection. Actively try to step out of your comfort zone
Purpose and see things from the perspective of people who
are directly experiencing forms of oppression. Some
• To know and understand the key considerations for truths may be hard to take in, but it is important
designing and maintaining safe and accessible spac- to switch from an instinctively defensive response
es for all. mode to a reflective one. Question how you may be
• To promote self-reflection and active listening skills associated with the problem, be it directly or indirect-
as core to creating safe spaces, where people can ly. Also ask yourself how you are actively using your
think about how their own deeply held beliefs and own power and privilege to challenge the situation.
positions of power and privilege can influence the • Be aware that in reality, the personal is political.
way others express and deal with their oppression. Respond to individual stories and ensure that people
• To support programmes, adopt a Do No Harm ap- experiencing discrimination and marginalisation are
proach and incorporate effective mechanisms for not perceived as victims or at fault for something that
accountability and mitigating risks. is systemic. This means also being clear on your own
politics and privilege as a practitioner – what does
having an intersectional lens mean for you in your
context? For instance, you cannot promote equality
for other people experiencing discrimination without
truly taking account of your own privilege and rela-
tional power.

intersectionality resource guide and toolkit 38

2. Promote safe and meaningful • Once you have set up the safe space, it is the respon-
dialogue sibility of the facilitators to preserve it – this includes
addressing tricky issues that arise; ensuring the use
• Set a goal to make sure all your working spaces are of inclusive and respectful language; holding partic-
safe, welcoming and accessible; allowing people to ipants to the principles agreed to; and responding
feel comfortable and with the space to disconnect to the deep emotion in the room by recognising and
from the challenges of their daily life. dealing with it appropriately.
• Are all forms of dialogue and communication used
(e.g., sign language, spoken, written, tactile sign, im-
ages, etc.) respectful? Use appropriate language that 3. Factor in accessibility and
does not reinforce negative stereotypes or stigma.
reasonable accommodation
• Pay attention to what others are expressing and
don’t be afraid to ask questions to clarify your un- • Be aware that you have a duty to take appropriate
derstanding of another person’s ideas, feelings and measures to ensure people with disabilities can
points of view. Avoid misunderstandings by checking access your venues, communications and any infor-
the intended meaning with the person, do not rely on mation on an equal basis with others. (CRPD Article
your inferred meaning. 9).
• Be sensitive and empathetic and prioritise this over • While the provision of accessibility measures may
extracting information from a person or interac- take time to achieve, your duty to provide individuals
tion. If someone openly shares a difficult issue or with reasonable accommodations is immediately ap-
experience, then don’t dismiss if it makes you feel plicable. Failure to do so is considered discrimination
uncomfortable but support that person by acknowl- (CRPD Article 2). Examples of reasonable accom-
edging their situation. modations include making existing facilities and
• Put aside your world view and explore the diversity information accessible to the individual with a dis-
in opinions and ideas. Interjecting or cutting some- ability; modifying equipment; reorganising activities;
one off while they are communicating is not only rescheduling work; or adjusting learning materials
frustrating for that person and disempowering, but and educational strategies.
it also limits your opportunity to learn from diverse • Put in place systems and mechanisms to know
knowledges. what accessibility, reasonable accommodation and
• Pay attention to your words. Could your statements individual supports people with disabilities in your
be alienating, oppressive or offensive to others? Do workspace and projects require in order for you to
you hold power that may mean what you say goes facilitate their participation on an equal basis with
unquestioned or unchallenged? Do you actively en- others. This could include adding questions to job
courage others to challenge you and call you out? applications, meeting registration forms and partic-
• Be flexible and willing to try different methods to ipant surveys.
enable equal participation. Take into account gender, • Ensure that budgeting for accessibility and rea-
accessibility, cultural and religious considerations. sonable accommodations are not an afterthought
For instance, for sensitive issues or certain cultural but an integral part of the budgeting process. This
settings you may need to consider using separate must cover all areas of the programme including
spaces for dialogue. expenditure on recruitment, consultations, activities,
• When facilitating, be clear on the political basis for procured assets, materials, evaluations and feedback
decisions; from the safe space, to content, to logic/or- mechanisms.
der, to who speaks when. These measures must have • Remember that accessibility goes beyond the built
a clear purpose i.e., redressing power imbalances and environment, so make sure that all your information
challenging the status quo. If you are working with and communications comply with relevant accessi-
external consultants, discuss the content and ratio- bility standards and best practices, such as alternative
nale for your politics beforehand so they can follow formats, sign language interpretation through ac-
the same approach. credited interpreters, captioning, audio description,
• Remember that creating safe spaces in dialogue translation, copy editing for plain language, etc. Also
should also include fun, enthusiasm and good hu- make sure that all electronic documents you produce
mour at appropriate times, which can contribute to (Word, Excel, PowerPoint, PDF, etc.) are accessible.
establishing a space of trust, community and mutual • Familiarise yourself with national and interna-
inquiry. tional legislation and guidelines. Local OPDs and

intersectionality resource guide and toolkit 39

 accessibility professionals can help you understand - Has everyone been oriented on accessible evac-
your legal obligations, applicable standards and en- uation plans in the event of an emergency? A
sure these are in line with the CRPD. key selection criterion for your venue must be its
• Always make sure safety and accessibility are safety policy and procedures for guests. Discuss
considered together. Safety measures should not this in advance with the management and en-
compromise accessibility and likewise, accessibility sure it includes accessible routes for attendees
features should not compromise safety. with disabilities. This safety information must be
• Remember, an accessible solution is never one where clearly communicated to everyone at the start of
people with disabilities are segregated from others. an event.
• Even the arrangement of space in an office or meeting
room can reinforce or dispel power dynamics. Take a
4. Be sensitive to time and space look at your office layout and how people typically
congregate – do colleagues with positions of power
• When planning and implementing programmes tend to cluster together? Does the director have an
be aware that your selection of venues, times and open-door policy? Are there areas where some people
locations impacts different people in different ways. do not feel welcome?
Take time during the initial design stage to learn • Consider ways to make the space feel safe for diverse
from people who are marginalised about what issues genders. Do surveys collect information beyond
and potential risks there are in your context, and how male/female binary e.g., ‘self-described’ as well as
they can be avoided. ‘prefer not to say’? Is all language gender neutral? Are
• If you’re selecting a venue for a meeting, conference participants welcomed to share their pronouns and
or consultation, consider the following questions: do staff proactively share their pronouns at events,
- Who is running the venue? Do they understand in email signatures and meetings? If a space does not
that the workshop is meant to offer a safe space have specific gender-neutral bathrooms a temporary
for participants? Are they welcoming of people label can be made to signpost gender neutrality.
who are typically stigmatised in their context? Do • In many traditional workshops, participants are seat-
the owners have political or powerful connections ed behind tables with facilitators at the front, also
that may make participants uncomfortable? behind a table. This layout can create a disconnection
- Who else is sharing the venue? If it is a shared between people and limit the ability for participants
space, will participants feel comfortable in their to bring themselves fully into the space and engage
rooms and communal areas. authentically. To overcome this, seat participants
- How safe is the area? The venue must be located comfortably in a circle – without any desks or tables in
in a geographical area that is appropriate and front of them. Facilitators must also be seated in the
safe for all participants. Can participants travel to same circle. This is a very deliberate form of seating
the venue or move around the area during the day that challenges the power relations between facilita-
and in the evening without any fear or threat of tors and participants; and between participants who
harm? Are the organisers and facilitators aware may hold different roles in a hierarchy – by putting us
of potential security concerns and do they have all on the same level. Don’t worry if the new seating
accessible contingency plans in place? arrangement throws some people off at first as they
- Is the venue in a high-density location? Where may not be used to this kind of open space, but it
possible, try to select a venue that is well connect- doesn’t take long for people to forget and engage.
ed to accessible transportation but with some
natural settings to encourage wellbeing and re-
duce stress levels. 5. Consent must be free and informed
- Does the venue offer smaller rooms for hire?
It is good practice to hire out a small room as a • Building trust and safe spaces is contingent upon
designated quiet/safe space for anyone who respecting people’s choices and autonomy which is
may need to take a break away from the group. why free and informed consent must be integral to
To increase diverse participation, especially from your programmes and operations.
marginalised populations, consider hiring a room • Obtaining people’s agreement or permission to do
for daytime childminding as well as accommoda- something requires you to provide them with full
tion for people travelling long or difficult routes information about the possible effects or results, in a
to the venue. format that is accessible to them.

intersectionality resource guide and toolkit 40

• Legally, informed consent can only be given by adults documented consent of the individual concerned is
as they are considered to have the capacity and ma- required. Additionally, appropriate considerations
turity to know about and understand the situation. It need to be undertaken to ensure that public disclo-
important to know that legal capacity is a fundamen- sure does not put any child or adult at risk.
tal right afforded to all people. Despite this, there are
some countries where this right is being violated for
certain people on the basis of indigeneity, disability, 7. Ensure safe feedback mechanisms
statelessness, etc., but it is your duty to ensure you do
not discriminate. • Feedback mechanisms – which can process issues
• Never speak on behalf of people without their free from general feedback to complaints and whis-
and informed consent. Likewise, do not take decisions tleblowing – have become commonplace as a tool for
on behalf of adults without their authorisation. learning, accountability and transparency. However,
• Be aware that some people with disabilities may have to be effective, they must be trusted by people as
support provisions in place to assist them at times genuine channels for processing and fairly acting
with their decision-making, but this must always on feedback otherwise, they can fall into the trap of
respect their rights, will and preferences and not be being perceived as tokenistic systems established by
subject to undue influences or coercion. If you see any people with power and privilege.
violations of this then do not overlook it, as consent • Good feedback mechanisms are diverse and consider
has not been granted. user acceptability as well as accessibility, so that ev-
• When seeking consent to use people’s testimonies, eryone is comfortable to share and feels safe to raise
images, recordings, etc., make sure it is gathered concerns. Different people have different preferences,
in an accessible way, in the language used by the so it is important to adapt to this and always ensure
person. Remember that while sharing stories and that mechanisms are available in local languages.
images can be powerful tools for awareness raising • Offer more than one feedback channel for people
and advocating for equality, it is critical your actions to provide feedback over serious concerns such as
do not pose any harm or risk to the people involved, abuse, exploitation, violence, bullying, harassment,
even if they have provided consent. fraud, etc. and make sure people are aware of all the
available options.
• Where people’s safety is concerned it is essential to
6. Maintain confidentiality and quickly address issues to ensure that you and your
privacy at all times team are in a position to respond to and answer such
complaints in an appropriate and timely manner.
• Provisions for privacy, security, and safety should be • Effective feedback mechanisms also require proac-
equally available to everyone, so it is important you tively seeking feedback. Many people experiencing
make yourself aware of your organisational policies oppression will not necessarily be confident to com-
and local statutory requirements that safeguard the plain or may be too fearful of the repercussions of
privacy and security of people’s personal data, and their complaint, especially if it is towards someone
ensure these are applied in your programmes and with power over them. Involving representative
systems. organisations of marginalised and discriminated
• People are unlikely to disclose information to you if people can help create safer, more inclusive feedback
they do not feel safe with the knowledge that you will mechanisms. This can encourage more people, espe-
maintain their confidentiality and privacy, so it may cially from under-represented groups, to share their
take some time to build their trust first. concerns and issues.
• It is critical that anyone in your programme who has • Throughout your meetings and events use a variety
access to private data is aware that people who are of feedback mechanisms and ask people how they
discriminated on the basis of their identity and per- like to give feedback. Finding out what makes people
sonal characteristics can be placed in great harm if more comfortable is important, as not everyone is
any data disclosed to you is made public. accustomed to traditional surveys. There are many
• Organisations need to ensure robust data manage- other ways to ask for feedback, such as having an
ment systems that are in line with statutory data anonymous feedback board where people can draw
protection requirements, to uphold the integrity of in- or write comments, a suggestion box, or an exit poll.
dividuals and groups. For example, if data is released You can also ask participants to volunteer to gather
in the public domain in images or quotes, formal feedback for your event or meeting. This way people

intersectionality resource guide and toolkit 41

 may feel more comfortable to share critical feedback prepared to know what action to take if needed.
with a fellow participant than with the event facil- Make sure everyone is aware of who your safeguard-
itators or organisers. Remember, different styles of ing focal person is and what their responsibilities are.
approaches that recognise different preferences are • If your meetings or workshops cover sensitive or
important to increase participation and learning, triggering topics, it is important that the facilitators
especially when working with under-represented have planned strategies to respond to deep emotion
groups, or hosting events that involve people from if it emerges among participants. Facilitators must
different cultures. acknowledge the value of safe space and inevitability
of emotion and be ready to talk individually to par-
ticipants affected, offering them support in seeking
8. Be equipped to refer people on to further professional help if needed.
support services • Keep an updated list of local contacts ready in case
you need to make referrals to psycho-social support
• Depending on the person and their circumstances, services, medical centres, shelters, relevant police
oppression and discrimination can result in trauma departments, etc. Consult local representative organ-
and being in a situation of risk. It is important you isations of marginalised and discriminated people to
and your team are not only sensitive to this, but also prepare this list.
© UN Women/Aramram

intersectionality resource guide and toolkit 42

TOOL 3: INTERSECTIONALITY CONTEXT ANALYSIS

Overview Materials and Space needed

Understanding the context in which we are located and • Markers
its power dynamics is vital for practitioners and policy • Flip charts
makers. The following activity leads participants through • Masking tape
a process called contextual analysis that creates an over- • Question Guide: Intersectional Analysis (on next
view of power dynamics in a specific time and place. It page)
will yield important insights for any process.

Process
Purpose
• Introduce session and the activity, explaining that
This is a tool for many purposes: informing country an intersectional lens requires thinking holistically
analyses, strategies, stakeholder and power mapping about what we are trying to change and how we are
and supplementing risk assessments and planning. For trying to change it. This means thinking about how
this process, we will be focusing on analysing the forces intersectional discrimination and unequal power
and dynamics present in the current political moment, a relations are present at a) all levels of society, from
time period that reflects the situation today through the the personal realm of the individual and family as
upcoming 6 - 12 months. Depending on your focus, this well as those within the wider public realm of the
analysis can be done at a national or local level and can community, the organisation, the government, and
be adapted for an international context as well. the business sector; and b) across visible and invisible
forms of power – from social norms and exclusionary
practices through to formal laws and policies.
Time • Review the following question guide, provide a copy
to everyone and divide into groups of four to five
3-4 hours people. Explain that while the forces and dynamics
we are going to analyse are presented under separate
realms for clarity, they obviously overlap and interact
Accessibility with one another across people’s lives. Although, of
course, these dynamics are constantly shifting and
• Provide a short break halfway through the session to changing, it is important for our own clarity to under-
allow any participants requiring a sensory break to stand them at this moment in time.
have a brief rest. • Divide into small groups:
• Have some support assistants on hand for any partic- a. Each group will use the question guide and cap-
ipants who may request them. ture their key points on flip chart paper.
• Ensure presentations and materials are provided e.g., b. Tell the group that they will be presenting their
alternative formats, sign language interpretation analysis to the plenary so they should capture key
through accredited interpreters, captioning, audio points on paper for presentation.
description, translation, copy editing for plain lan- • Return to plenary:
guage, easy to read formats etc. Also make sure that a. Groups report back on overall analysis questions.
all electronic documents you produce (Word, Excel, After each presentation ask for comments from
PowerPoint, PDF, etc.) are accessible. other groups regarding points of clarification,
questions, doubts, additions etc.

intersectionality resource guide and toolkit 43

 b. Ask full group -- What insights or questions • What choices do individuals have when faced with
does this overall analysis raise for you about the violence (as a survivor, or faced with pressure to be-
current challenges and opportunities you face in have violently)? Do these choices change depending
your work over the next 6 to 12 months? What on the intersecting identities of an individual?
more information is needed? • How do women, girls, boys or men negotiate to avoid
• Wrap-up: Synthesise the group reflections, clarifying violence, or seek protection? With whom? Is this dif-
any misunderstandings or doubts, and summarising ferent for women, girls, boys or men with disabilities?
the points you feel are relevant and important. • How do family and other extended networks prevent
or support violent behaviour in the household, family,
community?
Question guide
Name two to three aspects that describe the state of
In this analysis, you will look at the dynamics and forces CSOs representing those most marginalised. Consider,
operating in different sectors of society and how these for example:
affect those most marginalised and cause intersectional
discrimination in a given policy or programme setting. • What are the key CSOs representing different
The questions should be contextualised and adapted, marginalised groups? To what extent are the repre-
and added to. They may also be used to supplement sentatives of those CSOs experiencing intersectional
existing frameworks. You may not be able to answer all discrimination?
the questions; cover what is possible in each context and • What is their level of independence, capacity and
note where further investigation or analysis is required. experience?
• What are the goals and priorities of CSOs?
• How well do CSOs including OPDs promote and advo-
1. Agency, commitment, knowledge and cate for access to opportunities and resources?
skills • Collectively what are CSOs doing to prevent and re-
spond to violence in the project area?
Name two to three major aspects of individual and family • How well and in what ways do different groups
life and expectations that currently affect the wellbeing coordinate?
and rights of those most marginalised. Ensure you reflect
on intra-household differences e.g., people with disabili-
ties, women, girls and gender-diverse persons, older and 2. Access to and control over resources and
younger persons. opportunities
Consider, for example: Name two to three major dynamics and actors that im-
pact access and control over resources and opportunities
• How much control do different household members for those most marginalised. Consider, for example:
have over their own e.g., health care including sexual
and reproductive health care and family planning, • What are the main economic activities in the country
education, paid work, unpaid care work, leisure time? and what roles do women and men play in these
• How much do the above experiences meet the needs activities? What are the barriers that further pre-
and aspirations of household members? vent women, men and gender-diverse people with
• What are the key areas for supporting the engage- intersecting experiences of discrimination from par-
ment of those most marginalised in economic ticipating and benefiting?
activities (e.g., access to finance, training, infrastruc- • How well are the most marginalised in your context
ture, access to childcare)? Are there additional areas/ able to access different livelihood options (formal,
considerations in relation to support for those experi- informal) compared to their peers?
encing multiple forms of discrimination? • Are provisions in place for them to participate in the
• What have different marginalised groups done col- workforce (including reasonable accommodations)?
lectively to promote equality in the division of labour, • If any are available, how well are the most margin-
access to education, employment and social protec- alised able to access government social protection
tion? Are there opportunities for collaboration across schemes?
these groups?

intersectionality resource guide and toolkit 44

 • How well are those facing intersectional discrimina-
tion able to access different types of formal education
systems (primary, secondary, tertiary, vocational,
technical) compared to their peers?
• How well does the system meet their needs? Did they
receive reasonable accommodations? What were the
main barriers they faced in accessing their education?
What were the enabling factors for them?
• How accessible is physical and non-physical infra-
structure of local buildings?
• How accessible is it for people to typically get to local
schools, workplaces, shops? (local built environment
& transportation)
• If there is a national literacy/numeracy programme,
how well is it accessed by people with disability?
• How does access differ in emergency/conflict
situations?
• When violence is experienced, how well may those
facing intersectional discrimination access justice?
On what grounds do these differ?

3. Laws, policies, programmes, resource

allocation, accountability mechanisms

Name two to three major government policies, laws, in-

stitutions or decision-makers that are currently affecting
those most marginalised in your context. Consider, for
example:

• What laws are there relating to workplace

equality: equal pay, parental leave, reasonable ac-
commodations, etc., and laws against discrimination,
rape, sexual harassment?
• What laws/policies/plans are there relating to social
protection? How well are these implemented? What
is the expenditure (as % of GDP)?
• Are social protection schemes available to all persons
facing intersectional discrimination? Is there equity
in terms of gender, age and other criteria?
• Do the national/federal and local budgets have dedi-
cated resources for any policies or programmes noted
above?
• Are rights-holders, especially those experiencing
intersectional discrimination, consulted in the
process of developing the above laws, policies and
programmes?
© UN Women/Ryan Brown

• If applicable, have there been any relevant observa-

tions in CRPD/CRC/UPR/Special Procedures/public
enquiries?
• Is primary education compulsory and free for all
by law (and in practice)? What about secondary
education?

intersectionality resource guide and toolkit 45

• Are there any policies that promote equita- • Does going to school put anyone in greater risk of
ble measures for marginalised groups? E.g., danger? (safety to access school, increased risk of
provision of support systems for children with dis- abuse (all kinds))
ability, assessment adaptations for specific learners, • What are men’s and women’s attitudes or beliefs
reasonable accommodations, scholarships, subsidies, toward violence, and what is considered ‘normal’ in
programmes to encourage girls or indigenous chil- this context?
dren to access education. - Intimate partner violence
• Are public facilities generally mandated to be - Family, community violence
accessible? - Family planning, sterilisation
• Are private facilities/workplaces/schools monitored - Harmful Traditional Practices
to apply the same standards?
• What laws are there relating to violence: rape, sexual
abuse, free and informed consent? Debriefing notes
• Are there response mechanisms in place such as
identifying local and international organisations • This exercise allows us look at very specific power dy-
and government services (including police) who can namics – both transformative and oppressive – that
provide related services? Can the project contribute are present in the context we are in. We encourage
to render these services more accessible and sensi- participants to continue to adapt and add to these
tive to those facing intersectional discrimination, to questions beyond the session and think about how
improve support for survivors? these might be integrated with another analyses
• If there is a disaster risk-reduction strategy at na- exercises they undertake.
tional/district levels, have those facing intersectional • It’s particularly important to remember diverse
discrimination been involved in this? knowledges as you undertake this exercise – the in-
formation you generate is only as good as who is in
the room and contributing.
4. Social norms, attitudes, exclusionary • It’s also important to continue to check yourselves
practices and each other through this process – do you really
know what you think you know? What assumptions
Name two to three major ideological and cultural forces might you be making? Have you asked others with
and beliefs that are currently affecting key marginalised experience of intersectional discrimination to chal-
groups in your setting. What forms of exclusion, stigma lenge you on your assumptions?
and discrimination are present? What are the main fac- • Remind participants that analysis is an important
tors behind the prevailing attitudes/behaviours? Think step, but only a first step, and the next exercise will
about the most marginalised within those marginalised look more holistically at how to apply this infor-
groups (e.g., indigenous persons with disabilities, older mation to a framework for transformative – and
women in rural areas etc.) Consider, for example: intersectional – change.

• Are there any social norms surrounding positions of

political power and decision making?
• Are general societal perceptions/attitudes different
for those most marginalised in terms of the right to
work?
• Are general societal perceptions/attitudes different
for those most marginalised in terms of children’s
right to education? Do attitudes differ when thinking
about mainstream schools vs special schools for chil-
dren with disabilities?
• How likely is it that a person who is marginalised
graduates from tertiary education?
• How well does messaging in school curricula re-
inforce positive messaging on disability, gender
equality, diversity, etc.?

intersectionality resource guide and toolkit 46

TOOL 4: ANALYSIS TO ADAPTATION

all electronic documents you produce (Word, Excel,

When to use this tool PowerPoint, PDF, etc.) are accessible.

This tool should be used after the contextual analysis is

complete [see TOOL 3: Intersectionality Context Analysis]. Materials and space necessary
It is designed to be used as a way of identifying key ac-
tions and adaptations that need to be made. • Copies of the economic empowerment example pro-
vided on the next page
• Markers
Overview • Flip chart marked out with the framework – one per
group
To apply an intersectional lens to policies and pro- • A/several larger sheet/s of paper located on a wall
grammes we need to think holistically about what we and marked out with the framework
are trying to change and how we are trying to change it. • Metacards
This activity uses the framework shown below to consid-
er the focus of our policies, programmes and actions and
identify gaps: Process
• Across all levels of society; individual through to col- 1. Introduce the session and the activity, explaining
lective or systemic levels. that the four interconnecting quadrants shown on
• Across all visible and invisible forms of power; from the flip chart/paper are the same four areas consid-
social norms and exclusionary practices through to ered in Tool 3 and that now we will look at how they
formal laws and policies. interconnect and either reinforce the status quo or
promote positive change, depending on what actions
we take.
Purpose 2. Ask participants to review the example provided.
3. Divide into small groups (these can be the same as
Once the context has been thoroughly explored using for Tool 3):
Tool 3, this tool may be used to identify key actions and a. Each group will use framework and capture their
adaptations that need to be made to ensure a holistic key points on flip chart paper.
and intersectional approach to programming. b. Tell the group that they will be presenting their
recommendations to the plenary so they should
capture key points on paper for presentation.
Time 4. Return to plenary:
a. Groups report back on key recommended ad-
2-3 hours aptations they would make to the programme.
After each presentation ask for comments from
other groups regarding points of clarification,
Accessibility considerations questions, doubts, additions etc.
b. Ask full group -- What key actions or recom-
• Provide a short break halfway through the session to mendations do you plan to take forward into
allow any participants requiring a sensory break to the programme? Are there any areas or actions
have a brief rest. still missing, if we look at the four parts of the
• Have some support assistants on hand for any partic- framework?
ipants who may request them. 5. Wrap up: Synthesise the group reflections, clarifying
• Ensure presentations and materials are provided e.g., any misunderstandings or doubts, and summarising
alternative formats, sign language interpretation the points you feel are relevant and important.
through accredited interpreters, captioning, audio
description, translation, copy-editing for plain lan-
guage, easy to read formats etc. Also make sure that

intersectionality resource guide and toolkit 47

Debriefing notes potential resourcing. While, for example, you may
not focus on law or policy you should still make a note
• Make the point to participants that there is an inter- of what is being done by whom, or what should be
dependence of themes present in all theories of how done, so supporting linkages can be made.
change happens e.g., there are links between eco- • As with the previous exercise, the quality of your pro-
nomic empowerment and violence and education/ posed adaptations is only as good as the people you
literacy. have in this session. Make sure people experiencing
• It is important to map out the big picture and make intersectional discrimination are there and actively
note of connections at this stage, even if this is go- part of the decision-making process when determin-
ing beyond the remit of your specific intervention or ing solutions.

Example

Agency; Commitment; Access To and Control Over

Knowledge & Skills Resources & Opportunities
(4AQs)

Laws; Policies; Programmes;

Social Norms; Attitudes; Resource Allocation;
Exclusionary Practices Accountability Mechanisms

intersectionality resource guide and toolkit 48

GLOSSARY OF TERMS
Access and control of resources is a concept emerging the grounds of intersecting social categories or per-
from gender analysis methods that considers who has sonal characteristics.
what within the household, community, workplace or
society, and who makes decisions over that resource. Equality
• Access to a resource means that someone can use • Formal equality is the concept that all people
that resource should be treated the same regardless of difference.
• Control is the power to decide how a resource is used However, this approach does not take systemic dis-
and who can use it crimination and individual difference into account
The differences in access to and control of resources and can result in indirect discrimination (see below).
are a potential indicator of power imbalances between • Substantive/de-facto equality refers to equality of
different people or groups. Ownership of a resource does outcomes and takes the effects of discrimination
not automatically guarantee control or decision-making and difference into consideration. It recognises that
power over that resource. For example, women may rights, entitlements, opportunities and access are not
have access to land or even own land in her own name equally distributed throughout society and a one size
but have no or limited control over how it is used. It is fits all approach will not achieve equality. It demands
also important to consider who benefits from the use of the redistribution of resources, power and structures
these resources.24 and increased access to resources and participation
for those marginalised.
Accessibility …is a precondition for persons with dis- • Inclusive equality is defined as ‘a substantive model
abilities to live independently and participate fully and of equality’ that incorporates ‘a) a fair redistributive
equally in society.’25 It means that people with disabilities dimension to address socioeconomic disadvantages;
are able to have access to the environment around them, b) a recognition dimension to combat stigma, stereo-
to transportation, to information, communication tech- typing, prejudice and violence and to recognise the
nology and systems on an equal basis with others. It is not dignity of human beings and their intersectionality;
only about physical access and people with disabilities c) a participative dimension to reaffirm the social na-
have different access requirements and preferences.26 ture of people as members of social groups and the
full recognition of humanity through inclusion in so-
Disability Article 1 of the Convention on the Rights of ciety; and d) an accommodating dimension to make
Persons with Disabilities defines persons with disabilities space for difference as a matter of human dignity.’28
as including ‘those who have long-term physical, mental,
intellectual, or sensory impairments which in interaction Gender based violence (GBV) is violence that is directed
with various barriers may hinder their full and effective against a person on the basis of their sex, gender identi-
participation in society on an equal basis with others’. ty or sexual orientation. Violence against women is any
The full inclusion of people with impairments in society act of gender based violence that causes or could cause
can be inhibited by attitudinal and/or societal barriers physical, sexual or psychological harm or suffering to
(such as prejudice or discrimination), physical and/or women in public or private life. This includes all forms of
environmental barriers (such as stairs), and policy and/ violence including physical, sexual, emotional, cultural/
or systemic barriers, which can create a disabling effect.27 spiritual, financial and others that are experienced on
the basis of gender.29,30
Discrimination
• Direct discrimination occurs when one person is Gender roles and relations are the functions and respon-
treated less favourably than another because of their sibilities expected to be fulfilled in any society and usually
background or certain personal characteristics. determined by underlying gender and social norms. This
• Indirect discrimination refers to laws, policies and includes reproductive (caregiving and household), com-
practices that apply to everyone in the same way and munity and productive (breadwinning) roles.
may appear neutral, however have a worse effect on
some people than others. Gender transformative approaches seek to tackle the
• Intersectional discrimination recognises the com- root causes of gender inequality and challenge unequal
plex, multi-faceted dimensions of discrimination on power relations. It moves away from a focus on a deficit

intersectionality resource guide and toolkit 49

model that focuses entirely on individual ‘empower- • Gender identity reflects a person’s deeply felt and
ment’ and towards transforming the structures that experienced sense of their gender, which may or may
reinforce gender inequality.31 not align with the sex assigned to them at birth.
• Gender expression is the way in which we express
Intersectionality recognises that people’s lives are our gender through actions and appearance and may
shaped by their identities, relationships and social be a combination of male, female and androgynous
factors. These combine to create intersecting forms of • Sex characteristics include both primary sex char-
privilege and oppression depending on a person’s con- acteristics (e.g., genitalia, hormonal structure) and
text and existing power structures such as patriarchy, secondary sex characteristics (e.g., muscles mass,
ableism, colonialism, imperialism, homophobia and hair distribution, stature).38
racism.32 It is important to remember the transformative
potential of intersectionality, which extends beyond Social norms are the unwritten rules about how people
merely a focus on the impact of intersecting identities. are expected to behave in a given situation or social
group. They are different from individually held beliefs
Organisations of Persons with Disabilities (OPDs) are or attitudes. Social norms are grounded in the customs,
organisations of persons with disabilities that ‘should traditions and value systems that develop over time and
be rooted, committed to and fully respect the principles vary across organisations, countries and cultures. They
and rights recognised in the Convention. They can only are maintained by social influence and those who chal-
be those that are led, directed and governed by persons lenge may face backlash such as losing power or status
with disabilities. A clear majority of their membership in a community. Social norms usually advantage those in
should be recruited among persons with disabilities the majority and keep the status quo that allows some
themselves.’33 groups to dominate. They may also act as a brake or accel-
erator in a behaviour change process; hence they should
Power relations recognise that processes and systems be a critical consideration in inclusive development.39
of power interact to shape experiences of privilege and
disadvantage between and within groups. A person can Unconscious biases also known as implicit biases, are
experience power in some contexts and oppression in social stereotypes about certain groups of people that
others.34 individuals form outside their own conscious awareness.
Everyone holds unconscious beliefs and prejudice about
Reasonable accommodation means necessary and ap- various social and identity groups, and these are often
propriate modification and adjustments not imposing incompatible with one’s conscious values. We all apply
a disproportionate or undue burden, where needed in a these biases to all aspects of our lives, including our
particular case, to ensure to persons with disabilities the behaviour and decision making. Common biases that
enjoyment or exercise on an equal basis with others of impact decision making include affinity bias which is a
all human rights and fundamental freedoms.35 tendency to favour people who are similar to us, often
resulting in group think; confirmation bias when we seek
Reflexivity acknowledges the importance of power at to confirm our beliefs, preferences or judgements with
the micro level of self and our relationships with others, those like us; halo effect when we like someone or share
as well as at macro levels of society. It is a transformative similar traits with someone and therefore are biased to
process as it brings critical self-awareness, role-aware- think everything about that person is good; and social or
ness, interrogation of power and privilege and the likeability bias when we tend to agree with the majority
questioning of assumptions in policy and programming or someone more senior than us to maintain harmony.40
processes.36
Universal design means the design of products, envi-
Sexual orientation, gender identity and expression and ronments, programmes and services to be usable by all
sex characteristics people, to the greatest extent possible, without the need
• Sexual orientation refers to a person’s ‘emotional, for adaptation or specialised design. Universal design
affectional and/or sexual attraction towards other shall not exclude assistive devices for particular groups
people of the same gender, a different gender or of persons with disabilities where this is needed.41
more than one gender. Sexual orientation is not re-
lated to gender identity and sex characteristics.37

intersectionality resource guide and toolkit 50

KEY REFERENCES AND
RESOURCES
Acharya, R., Sabarwal, S., & Jejeebhoy, S., (2012) “Women’s Empowerment and Forced Sex within Marriage in Rural
India”, Economic and Political Weekly. Vol. 47, Issue 2, pp. 65-69.

Berger, M. T., and Guidroz, K., (2009). “A conversation with founding scholars of intersectionality Kimberlé Crenshaw,
Nira Yuval- Davis, and Michelle Fine”. In Berger, M. T., and Guidroz, K. (Eds.), The Intersectional Approach: Transforming
the Academy through Race, Class, & Gender (pp.61-78). Chapel Hill, NC: University of North Carolina Press.

Bouchard, J. and Meyer-Bisch, P., (2016). “Intersectionality and Interdependence of Human Rights: Same or Different?”.
The Equal Rights Review, Vol. 16, pp. 194-201.

CBM International, Thomson, T., Al Jubeh, K., Dard, B., Zayed Y, DeGraff, N., (2019, November). Disability and Gender
Analysis Toolkit. Accessed November 12, 2020.
https://www.cbm.org/fileadmin/user_upload/CBM_disability_and_gender_analysis_toolkit_accessible.pdf

Crenshaw, Kimberlé, “Why Intersectionality Can’t Wait,” Washington Post, September 24, 2015.

Edge Effect, CBM-Nossal Institute, (2020, May). Out of the Margins: An intersectional analysis of disability and diverse
sexual orientation, gender identity, expression and sex characteristics in humanitarian and development contexts.
Canberra.

Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for
Intersectionality Research and Policy, Simon Fraser University.

Hankivsky, O. (Ed.), (2014). Intersectionality 101. Vancouver: Institute for Intersectionality Research and Policy,
Simon Fraser University.

HelpAge International, (2019, April). A UN Convention on the rights of older people: 5 reasons why we need one.
Accessed July 8, 2021. https://www.helpage.org/silo/files/fair-guidelines-government-handout-.pdf

Henne, Kathryn, (2013, December). “From the Academy to the UN and Back Again: The Travelling Politics of
Intersectionality”, p.1 Intersections: Gender and Sexuality in Asia and the Pacific, Issue 33.

Human Rights Watch, (2018, February). They Want Docile: How Nursing Homes in the United States Overmedicate
People with Dementia. Accessed August 25, 2021. https://www.hrw.org/report/2018/02/05/they-want-docile/
how-nursing-homes-united-states-overmedicate-people-dementia

International Disability Alliance, (2021, June). Submission for the CEDAW Committee on the rights of indigenous women
and girls. Accessed July 8, 2021. https://www.internationaldisabilityalliance.org/indigenous-submission

Larson, E., et. al, (2016, April). “10 Best resources on…intersectionality with an emphasis on low- and middle-income
countries”, Health Policy and Planning, Oxford University Press, Issue 31.

JASS, (2016, October) WE-RISE Toolkit. Accessed June 17, 2021. https://werise-toolkit.org

Matsuda, M., (1991). “Beside my sister, facing the enemy: legal theory out of coalition”, p.1189 Stanford Law Review,
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intersectionality resource guide and toolkit 51

Mayher, Cristina Lopez, (2021, April). Bridging the Gap II. The Empowerment of Women and Girls with Disabilities.
Brussels: European Union.

Mertens, D., (2009). Transformative Research and Evaluation. New York: Guilford Press.

OHCHR, (2018). A Human Rights Based Approach to Data - Leaving No One Behind in the 2030 Agenda for
Sustainable Development. Accessed November 12, 2020. https://www.ohchr.org/Documents/Issues/HRIndicators/
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OHCHR, (2020, December) SDG-CRPD Resource Package. Accessed July 8, 2021. https://www.ohchr.org/EN/Issues/
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Rao, A. and Kelleher, D., (2005, July). “Is there life after gender mainstreaming?”, Gender and Development,
Vol. 13, No. 2.

Silver, H., Scott, A., and Kazepov, Y., (2010, September). “Participation in Urban Contention and Deliberation”.
In International Journal of Urban and Regional Research, Vol.34, Issue 3, pp. 453-477

Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality, Environments and
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UNFPA & WEI, (2018, November) Guidelines for Providing Rights-Based and Gender-Responsive Services to Address
Gender-Based Violence and Sexual and Reproductive Health and Rights for Women and Young Persons with Disabilities.
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UNPRPD, (2020, August). The preconditions necessary to ensure disability inclusion across policies, services and other
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intersectionality resource guide and toolkit 52

ENDNOTES
1 Henne, Kathryn, (2013, December). “From the Academy to the UN and Back Again: The Travelling Politics of
Intersectionality”, p.1 Intersections: Gender and Sexuality in Asia and the Pacific, Issue 33.
2 Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for
Intersectionality Research and Policy, Simon Fraser University.
3 Westley F., Zimmerman B., and Patton M., (2006). Getting to Maybe. Toronto: Random of House of Canada Limited.
4 Crenshaw, Kimberlé, “Why Intersectionality Can’t Wait,” Washington Post, September 24, 2015.
5 Hankivsky, O. (Ed.), (2014). Intersectionality 101. Vancouver: Institute for Intersectionality Research and Policy,
Simon Fraser University.
6 Berger, M. T., and Guidroz, K., (2009). “A conversation with founding scholars of intersectionality Kimberlé
Crenshaw, Nira Yuval- Davis, and Michelle Fine”. In Berger, M. T., and Guidroz, K. (Eds.), The Intersectional Approach:
Transforming the Academy through Race, Class, & Gender (pp.61-78). Chapel Hill, NC: University of North Carolina
Press.
7 Bouchard, J. and Meyer-Bisch, P., (2016). “Intersectionality and Interdependence of Human Rights: Same or
Different?”. The Equal Rights Review, Vol. 16, pp.194-201.
8 Ibid., pp.194-201.
9 Human Rights Watch, (2018, February). They Want Docile: How Nursing Homes in the United States Overmedicate
People with Dementia.
10 Acharya, R., Sabarwal, S., & Jejeebhoy, S., (2012) “Women’s Empowerment and Forced Sex within Marriage in Rural
India”, Economic and Political Weekly. Vol. 47, Issue 2, pp. 65-69.
11 Bouchard, J. and Meyer-Bisch, P., (2016). “Intersectionality and Interdependence of Human Rights: Same or
Different?”. The Equal Rights Review, Vol. 16, pp.194-201.
12 Ibid., pp.194-201.
13 CEDAW/C/57/D/34/2011 (Official Citation) IHRL 3839 (CEDAW 2014).
14 See for example, Committee on the Elimination of All Forms of Discrimination against Women, General
Recommendation No. 28 on the Core Obligations of States Parties under Article 2 of the Convention on the
Elimination of All Forms of Discrimination against Women, CEDAW/C/2010/47/GC.2; Committee on Economic,
Social and Cultural Rights, General Comment 20 on Non-discrimination in Economic, Social and Cultural Rights
(art. 2, para. 2, of the International Covenant on Economic, Social and Cultural Rights), para 27.
15 Statement by Mrs Rashida Manjoo (2012) United Nations Special Rapporteur on Violence Against Women, Its
Causes and Consequences, New York: Commission on the Status of Women.
16 Adapted from Rao, A. and Kelleher, D., (2005, July). “Is there life after gender mainstreaming?”, Gender and
Development, Vol. 13, No. 2.
17 Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for
Intersectionality Research and Policy, Simon Fraser University.
18 Ruderman report, critical analysis of the report: https://docs.google.com/document/d/117eoVeJVP594L6-1bgL8zpZ-
rzgojfsveJwcWuHpkNcs/edit?fbclid=IwAR0p3Zc8KN6wxcyLuJP64dLtjSjNzGf2KNjbw4e0uFB4gXloKtWq2dvhSpw
19 Silver, H., Scott, A., and Kazepov, Y., (2010, September). “Participation in Urban Contention and Deliberation”. In
International Journal of Urban and Regional Research, Vol.34, Issue 3, pp. 453-477.
20 Stephens, A., Lewis, E.D., Reddy, S., (2018). Inclusive Systemic Evaluation for Gender Equality, Environments and
Marginalised Voices (ISE4GEMs): A new approach for the SDG era. New York: UN Women Headquarters.
21 Adapted from Cram et al. (2004) cited in Mertens, D., (2009). Transformative Research and Evaluation. New York:
Guilford Press, pp. 73-75.

intersectionality resource guide and toolkit 53

22 Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver: Institute for
Intersectionality Research and Policy, Simon Fraser University.
23 Mertens, D., (2009). Transformative Research and Evaluation. New York: Guilford Press.
24 Adapted from Hunt, J, (2004). ‘Successful strategies for addressing gender equality issues in programs and projects:
What works?’, Development Bulletin, No. 64.
25 CRPD General Comment No. 2, 2014.
26 Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020,
November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
27 CRPD, http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf, accessed on 25 October 2021.
28 CRPD General Comment No. 6, 2018.
29 Adapted from OurWATCH (2015). Change The Story Framework.
30 CRPD General Comment No. 3, 2016.
31 Sourced from CBM International, Thomson, T., Al Jubeh, K., Dard, B., Zayed Y., (2019, November). Disability and
Gender Analysis Toolkit.
32 Hankivsky, O. (Ed.), (2014). Intersectionality 101. Vancouver: Institute for Intersectionality Research and Policy,
Simon Fraser University.
33 CRPD General Comment No. 7, 2018.
34 Adapted from Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver:
Institute for Intersectionality Research and Policy, Simon Fraser University.
35 Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020,
November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
36 Sourced from Hankivsky, O. (Ed.), (2012). An Intersectionality-Based Policy Analysis Framework. Vancouver:
Institute for Intersectionality Research and Policy, Simon Fraser University.
37 Adapted from the Yogyakarta Principles on the Application of International Human Rights Law in relation to
Sexual Orientation and Gender Identity, 2007.
38 Adapted from UN Free and Equal https://www.unfe.org/definitions/, accessed on 23 October 2021.
39 Sourced from CBM International, Thomson, T., Al Jubeh, K., Dard, B., Zayed Y., (2019, November). Disability and
Gender Analysis Toolkit.
40 Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020,
November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.
41 Sourced from World Blind Union and CBM Global Disability Inclusion, Al Jubeh, K., Dard, B., Zayed Y., (2020,
November). Accessibility GO! A Guide to Action, Delivering on 7 accessibility commitments.

intersectionality resource guide and toolkit 54

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