| 0:00:00 | okay |
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| 0:00:12 | my research is about the f can practise of batch of push which is little |
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| 0:00:18 | or no in the western world |
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| 0:00:20 | let me explain the background |
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| 0:00:23 | in some parts of the world people believe it is very important to have a |
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| 0:00:28 | son |
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| 0:00:29 | value voice higher than girls |
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| 0:00:32 | we to the pressure to keep having children until it's on this board |
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| 0:00:37 | still |
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| 0:00:38 | some couples remained without a sun even after several attempts |
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| 0:00:44 | in afghanistan people have found it very unique solution to this problem |
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| 0:00:50 | if they do not have a song they dress one of the doctors like a |
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| 0:00:54 | boy and pretend it is this on |
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| 0:00:59 | the public place the game and the staging |
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| 0:01:02 | and agrees to treat the child just like a boy |
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| 0:01:08 | map run you can see on the left hand side of the picture |
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| 0:01:12 | turned into a boy when she was already five |
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| 0:01:17 | considering that gender segregation is widely spread in afghanistan |
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| 0:01:22 | the childhood of girls like many wrong is very unusual |
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| 0:01:27 | being allocated |
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| 0:01:29 | the social role of a whiny |
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| 0:01:31 | taking education experience equality and to varying degrees financial independence |
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| 0:01:39 | but once they reach marriage of h the masquerade as over |
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| 0:01:44 | instantly |
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| 0:01:46 | they have to be some thing |
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| 0:01:48 | that they have never lead to be |
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| 0:01:51 | well |
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| 0:01:54 | this practise follows very intricate construction of gender |
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| 0:02:00 | as these girls are expected to swap back and forth in that role |
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| 0:02:06 | and the public treats them according to the role they perform at a certain time |
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| 0:02:14 | in one pleases icon docked in depth interviews |
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| 0:02:18 | with adult african women who will race as voice |
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| 0:02:23 | my hypothesis are |
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| 0:02:26 | but in afghanistan there is a third generalists gender which allows girls |
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| 0:02:33 | two pass as voice |
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| 0:02:36 | furthermore |
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| 0:02:38 | gender is just an arbitrary |
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| 0:02:41 | and exchangeable role that we learn to perform in the lifelong process of learning |
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| 0:02:48 | using that f can practise as a case study |
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| 0:02:52 | allows illustrating but velocity of how gender is constructed |
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| 0:02:57 | and |
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| 0:02:58 | it may open or a rise to a gender understanding beyond female |
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| 0:03:04 | and male |
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| 0:03:06 | thank you very much |
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