Segregation and homemaking practices in impoverished environments: participation of women in the school garden
In Mexico, in 2020, three out of 10 households were headed by women. At least half of the women’s main activity is household chores, and they spend twice as much time than men caring for the others. Half of the women live in poverty, which is due to the unequal distribution of income and unpaid work...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Institución: | UNIVERSIDAD DE GUADALAJARA |
| Repositorio: | Viviendas y Comunidades Sustentables |
| Idioma: | español |
| OAI Identifier: | oai:www.revistavivienda.cuaad.udg.mx:article/235 |
| Acceso en línea: | https://revistavivienda.cuaad.udg.mx/index.php/rv/article/view/235 |
| Access Level: | acceso abierto |
| Palabra clave: | participation work in the home homemaking practices segregation women empowerment articipación, trabajo en el hogar prácticas de hacer hogar segregación, mujeres empoderamiento |
| Sumario: | In Mexico, in 2020, three out of 10 households were headed by women. At least half of the women’s main activity is household chores, and they spend twice as much time than men caring for the others. Half of the women live in poverty, which is due to the unequal distribution of income and unpaid work hours compared to men, an effect of the segregation in which they live. Wo- men’s work in their homes and neighborhoods is relevant in the economy, in access to goods and services, in family food and nutrition, in the care of the vulnerable population and in the construction of the home and the neighborhood. In 2022, a group of academics from the Centro de Investigaciones en Geografi?a Ambiental of the Universidad Nacional Auto?noma de Me?xico initiated the “School Garden” project in an in-formal settlement in Morelia, Mexico. The work illustrates women’s experiences in homemaking practices around food and childcare. Following the Participatory Action Research approach, the results of the school garden were designed, implemented, and evaluated. The findings reveal the various factors that encourage women’s participation in the garden, such as appropriation of space and gender stereotypes, which have an impact on empowerment and segregation. Limitations are recognized in the project due to conflicts, the crisis of leadership, and the relationship between academics and inhabitants. |
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