Early Childhood Development: Giving the youngest girls and boys a good and fair start in life 1

Analysing the gender

transformative potential
of the

by Block
methodology
analysing the gender
transformative potential

Block
of the

byBlock
methodology

Acknowledgements
The author acknowledges the insight and vision including Deb Elkington, Plan International
of Anja Stuckert, Plan International and Pontus Australia; Elsebeth Elo, Nora Lindström, Alana
Westerberg, UN-Habitat in commissioning Livesey and Alex Munive, Plan International;
this research to explore how two areas of Christelle Lahoud, Eugenio Gastelum, UN
work that appeared to instinctively fit together Habitat; and Lydia Winters, Mojang Games. The
could be done so with very deliberate gender report author is Victoria Kahla.
transformative aims. In addition, the author
thanks Anja Stuckert for her guidance,
management and expertise.
Also to be thanked are those who participated
as key informants, and the 41 young people
who engaged in the pilot workshop and focus
group discussions in Hanoi and Delhi – your
experiences and insights have been essential
in producing this report and recommendations.
Thank you, too, to Plan India, and partners Dr.
AV Baliga Memorial Trust and CASP for your
hospitality and facilitation of the focus group
discussions with young people in Delhi.
Cover photo: Youth from the Safer Cities for Girls programme participate
And finally, but not least, thanks to others in the Block by Block Workshop in Delhi, India (Feb 2018) Photo:
who provided expert insight and guidance, Christelle Lahoud.
Contents
4 Introduction 26
Exploring research areas
of inquiry

6 Executive Summary 37 Recommendations

8 Exploring the issues

41 Conclusion

16
Urbanisation, public space
and gender 42 Appendix

20
Exploring the response to the
gender digital divide and 44
Endnotes

gendered urbanization
Introduction
Plan International and UN-Habitat have
commissioned research on the gender
transformative potential of implementing the
Block by Block methodology within the broader
Safer Cities for Girls programme.
Plan International’s Safer Cities for Girls
programme is one of Plan International’s
gender transformative programmes. It is
globally united but locally led, developed in
partnership between Plan International, UN-
Habitat, and Women in Cities International
(WICI). Currently, Safer Cities for Girls is being
implemented in Alexandria, Assiut, and Cairo
(Egypt), Asunción (Paraguay), Delhi (India),
Hanoi (Vietnam), Honiara (Solomon Islands),
Kampala (Uganda), Lima (Peru) and Nairobi
(Kenya).
The overarching goal of the Safer Cities for
Girls programme is to build safe, accountable,
and inclusive cities with and for girls in all their
diversity. The programme aims to:
●● Increase girls’ safety and access to public
spaces

●● Increase adolescent girls’ active and
meaningful participation in urban
development and governance

●● Increase autonomous and safe mobility in
the city for adolescent girls
UN-Habitat’s Global Public Space Programme,
launched in 2012, is active in more than 30 cities
across the world. The programme produces
policy guides, shares knowledge and does
advocacy work to promote public space as a key
element to ensure good quality of life for all urban
residents. It helps cities assess and map their
public spaces to prepare city-wide public space
strategies and urban development frameworks.
In collaboration with local government and civil
society partners, UN Habitat demonstrates the
importance of public space for achieving social,
economic and environmental benefits through
more than 50 concrete public space upgrading
projects selected through annual expressions of

interest. The programme shares good policy and
practice on a global level through a network of
around 100 partner organisations.
The Global Public Space Programme is
supported by Mojang, the makers of the popular
video game Minecraft. Through the collaboration
with Mojang, UN-Habitat developed an approach
to work on public spaces called Block by
Block. Minecraft is used in this approach as a
community participation tool for the improvement
of public spaces worldwide, with a focus on poor
communities in developing countries.
Working with Mexican Minecraft collective MCMX
Builders, the selected public spaces in a city are
rebuilt as Minecraft models. These models are
then used in workshops of three to five days in
length in which participants are trained in the use
of Minecraft and assisted to redesign the public
space models in groups. Groups do a site visit
to explore what they like and dislike about the
space, experiment about their living environment,
negotiate with each other about space and its
function, and are guided to add the things that
they want to see in that space as they redesign it.
On the final day of the workshop, the participants
come together with other stakeholders to prioritize
the public space work in a joint collaborative
exercise. The community-developed Minecraft
models are then used to inspire the final
designs of the public spaces and ultimately the
construction work.1
Therefore, it was apparent to both organisations
that collaborating on the Block by Block
methodology was of potentially mutual benefit
to achieve overlapping programme outcomes.
To understand this, three areas of inquiry were
developed around the use of the Block by Block
methodology:
●● Area of Inquiry 1: The use of the Block by
Block methodology in the Safer Cities for
Girls programme
●● Area of Inquiry 2: The social norms around
computer gaming for girls
Introduction | 5
●● Area of Inquiry 3: How Block by Block
contributes to gender transformative
programming
In addition to these areas of inquiry, an
additional key question became apparent
during the reflection sessions at the Delhi
workshop and in conversation with Plan
International staff:
How does space and built environment
contribute to changing behaviours/ social
norms and breaking down barriers for girls to
access and enjoy public space?
The specific objectives for the study include:
a) Determine how the Block by Block
methodology and its different components
best fit with the process and components of
the Safer Cities for Girls programme and in
which way they can best contribute to the
programme’s outcomes.
b) Give recommendations on how the use of
Minecraft in the Block by Block methodology
can be used and/or adapted to contribute to
empowering girls in the use of Information
Communication Technologies (ICT) and
to better address underlying barriers and
power dimensions which hinder girls from
accessing ICT.
c) Determine how Block by Block can help
strengthen women’s and girls’ voices in
dialogue with local governments.
The study was undertaken in five parts:
1. A desk review and inception report
2. Key informant interviews
3. Participatory research with young people in
Hanoi and Delhi
4. Observation of the Block by Block workshop
in Delhi
5. Data analysis and reporting
6 | Analysing the gender transformative potential of the Block by Block methodology

Executive Summary
In looking to understand the gender transformative The existing Block by Block methodology
potential of the Block by Block methodology in the touches on change in some of these spaces, but
Safer Cities for Girls programme, we must look it requires more explicit intent and facilitation.
beyond adolescent girls’ use of the computer and
For example, Block by Block and Safer Cities
the Block by Block model itself.
for Girls are seeking very explicitly to create
The analytical framework below from Gender positive change in noticeable living conditions.
at Work describes four space that contribute to By improving public spaces - making an often-
gender transformative outcomes. travelled route safer or a park more accessible
and inviting for young people to play games, for
The top two quadrants are related to the
example - girls’ lives are improved.
individual.
The process of raising consciousness and
●● On the right are changes in noticeable
capabilities can also be explored through more
individual conditions, for example increased
activities in the workshop that address the
resources, voice, freedom from violence.
gendered use of public space and feminist
●● On the left are individual consciousness urban planning, as well as the gendered use of
and capability – knowledge, skills, political computers, games and urban planning models.
consciousness, and commitment to change
Regarding the set of discriminatory norms,
toward equality.
engaging parents and community members
in the Block by Block process can provide an
individual
opportunity for community members to better
understand adolescent girls’ challenges and
solutions to accessing public space.
This research confirms the pervasive perception
CONSCIOUSNESS RESOURCES
CAPABILITIES that computers and games are for boys, and
not for “good girls”. In addition, conversations
informal formal
with adolescent girls and boys discussed that
girls have less free time than boys, and less
choice in the ways they spend their free time – it
INFORMAL NORMS
AND EXCLUSIONARY
FORMAL RULES
AND POLICIES
is generally considered acceptable for boys to
PRACTICES
play games, but not always for girls. This very
often translates to less access to computers
systemic and online games.
These attitudes and inequalities are rooted
The bottom two clusters are related to the in deeply entrenched beliefs and extend well
systemic. beyond girls’ use of computers and games.
Block by Block can offer an opportunity to make
●● The cluster on the right refers to formal rules
girls’ use of technologies visible and show they
as laid down in constitutions, laws, and
are just as capable as boys of using computers
policies.
and urban planning models. This kind of
●● The cluster on the left is the set of informal visibility is important to addressing social norms
discriminatory norms and deep structures, and ways of thinking about what girls can, and
including those that maintain inequality in should, be engaged in.
everyday practices.
 Executive Summary | 7

There is limited scope for Block by Block underpinned by the lack of women and girls’
to change formal rules and policies, but it voices in urban planning, construction, and
does engage with formal decision makers the development of ICTs.
in local communities to influence the use of
●● “Safety” has two meanings – the physical
public space and budget allocations to make
safety of girls in public spaces, including in
changes.
internet cafes, and their online safety when
Block by Block offers something interesting using the internet.
because it intersects the virtual and the physical.
For many adolescents, this is not so much a
It can provide adolescent girls an opportunity to
duality of virtual and physical space, but their
both improve their physical space and increase
single lived reality – they live in both spaces
their engagement in digital development.
simultaneously. Crucially, adolescent girls are
This duality gives rise to multiple meanings: often locked out of both. In this regard, Block
by Block can be a tool and methodology to
●● “Play” has two meanings – physical play in
contribute to gender transformative outcomes
public space, and virtual play in Minecraft.
for adolescent girls.
●● “Gendered space” has two meanings – the
gendered public space is replicated in
the masculine environment of Minecraft,
8 | Analysing the gender transformative potential of the Block by Block methodology

Part One: Exploring the issues

Understanding Adolescence
The World Health Organisation (WHO) defines
adolescence as ages 10-19. However, it is
important to note that age is not the whole story
- it is a convenient way to define adolescence,
but it is only one characteristic that delineates
this period of development. Age is often more
appropriate for assessing and comparing
biological changes (e.g. puberty), which are
fairly universal, than the social transitions, which
vary more with the socio-cultural environment.2
Adolescence is conceived as a crucial time for
identity formation and unique brain development
– suggesting interventions at this life stage can
have lasting impacts for gender transformative
outcomes.
Neuroscientific research demonstrates that a
process of brain remodelling occurs until the
mid- to late- 20’s. The process of this cognitive
development - commonly referred to as the ‘use it
or lose it phase’ - means that adolescence is an
incredibly rich opportunity for learning, and young
people are effectively fine tuning their skills in
response to opportunities in their environments.3
Understanding the ‘use it or lose it’ concept is
important to ensuring that adolescence is the
time girls become proficient in the use of ICT. This
learning should be delivered in local language,
and not isolated to short training courses but
embedded in life-long learning.
Further, it is during adolescence that youth
begin to comprehend and think in an abstract
manner, including understanding intangible
concepts such as poverty or justice (including
gender justice).4
Adolescence is also the stage where identity
is explored and more fully formed.5 For many
adolescents, this phase can lead to heightened
mental health issues, and in particular for those
exploring their gender and sexual identities,
can be a time when they face increasing stigma
and isolation.6
However, it is extremely important to
understand that cognitive development and
identity are influenced by family, culture, the
quantity and quality of education and training,
health and medical conditions, and emotional or
physical trauma.7 Therefore, as Livingston et al
state in Young Adolescents and Digital Media.8
[..] marked variabilities in family forms, in the
relevance of school systems to cultural norms
and economic opportunities, in access to
health care and leisure activities, in religious
orientations and values... can create deep
fissures in the experiences of adolescents
from one nation to the next... or among
different economic or social groups within a
nation […]
Adolescent girls in many societies are
perceived both as women and as youth, which
presents “an interface between the agenda
on women’s rights and children’s rights”.9
Adolescent girls are often the most marginalised
in their communities because of their age and
gender. This marginalisation further increases
when other factors are involved, such as living
with a disability; belonging to an ethnic, cultural
or religious minority; exploring gender or sexual
identity; or living in a rural area.10
Digital Development and Gender
Digital Development
Digital Development refers to the digital aspects
of Information Communication Technologies
(ICTs) – the range of digital media available on
the internet and internet-enabled devices such
as computers, smart phones and tablets (digital
devices).
ICTs in their broadest definition include
telephones, mobile phones, radio, broadcasting
and television, as well as networking
technologies (predominantly the Internet). They
also constitute tools which provide opportunities
for information access, communication and

self-expression. Internet searches, blogs, online
multimedia resources, social media, wikis,
as well as services such as e-government,
e-health, e-banking, e-learning, e-commerce,
and e-voting, all create new arrangements of
communication, engagement and social and
economic behaviour.11
Historically, there was an important distinction
made between projects and programmes using
ICT for social change in developing countries
(ICT for Development or ICT4D), and those that
use ICT as tools in developing countries.12 This
distinction was important because it required
ICT to become an integral part of development
theory and approaches, not as a static
destination to be reached, but as multifaceted
and dynamic social processes.13 As Zheng et al
assert (2017),14
Exploring the issues | 9
[…] decades of ICT4D research indicates that
information technology intervention has not
produced substantial and sustainable impact,
unless they are embedded in long-term
development processes.
The authors go on to state that this kind of
research has led to the conclusion that ICTs
are “no silver bullets providing simple and
linear solutions to complex and wicked social
problems”.15
A key point to consider in conceptualising
digital development is that the greatest barriers
usually arise from social, cultural, institutional
and political aspects of society,16 indicating
the provision of ICT tools alone is not enough
to lead to positive social change. It is also
important to note that these barriers do not
10 | Analysing the gender transformative potential of the Block by Block methodology
only exist in developing countries but feature
in all societies. A recent study by the European
Parliament’s Committee on Women’s Rights and
Gender Equality (FEMM)17 states that
[…] as the nature of technologies being
used in development projects is dynamically
evolving, with the growth of mobile
computing, social media, artificial intelligence,
internet of things, so too are all societies
faced with novel challenges related to
immigration, security, conflict, cybercrime,
radical political change. All these processes
have ICTs deeply implicated within them and
challenge our very notion of “developed” and
“developing” countries.
Therefore, it is essential when exploring digital
development to place it within the contemporary
development discourse. Piertese18 discusses
the early adoption of ICT4D as implicitly
following a linear model of development - one
which implies that the adoption and diffusion of
technologies foster globalisation and economic
liberalisation. More contemporary approaches,
such as Amartya Sen’s capability approach,
defines development as “a process of
expanding the real freedoms that people enjoy
to lead the lives they have reason to value”.14
Engaging with Sen’s capability approach
provides explicit foundation for ICT4D projects
to promote development outcomes grounded in
an expansion of capabilities, well-being, choice
and agency of individuals to actualise available
opportunities.
This leads us to important questions about
who benefits from digital development and how
digital development can be used as a part of
processes to address inequalities rather than
exacerbate them.
In response to over a decade of conversations
and work on addressing these challenges
the international community has created the
Principles for Digital Development,20 including:
●● Design with the User
●● Understand the Existing Ecosystem
●● Design for Scale
●● Build for Sustainability
●● Be Data Driven
●● Use Open Standards, Open Data, Open
Source and Open Innovation
●● Reuse and Improve
●● Address Privacy and Security
●● Be Collaborative
The principles are aimed at creating scalability
and sustainability to avoid disconnected and
siloed pilots that are duplicated in the same
sector or geographic location. The challenges
the principles are trying to address are stated
by Adele Waugama21:
Pilots have failed to move into scalable and
sustainable programmes. Solutions too
often reinvent the wheel rather than building
on robust platforms, infrastructure, and
shared services. Applications and services
designed thousands of miles from their use
environment failed to meet user needs. The
creation of duplicative tools and systems
has made data difficult to access and use for
decision-making.
The Principles for Digital Development may
enable not only better outcomes in relation
to scalability and sustainability, but also to
addressing inequalities.
Plan International has adopted the principles
not only to further its own work, but to
understand how digital development can
[…] further gender equality and bridge
the digital divide. This involves not just
designing with the user, but designing with
girls and women; not just understanding the
ecosystem, but also its gendered dimensions;
not just being data-driven, but recognising
that there are significant gaps when it comes
to availability of gender-disaggregated data.22

Limited data on adolescent girls’ use of
digital technologies in developing countries
As in many aspects of adolescent girls’ lives
in developing countries, there is limited data
on their access, use, attitudes and behaviours
regarding digital technologies.
Gender and Adolescence: Global Evidence
(GAGE) undertook the rapid evidence review
Young Adolescents and Digital Media – uses,
risks and opportunities in low and middle-
income countries.23 This review found:
It is difficult to find robust and up-to-date
statistics even about adolescent girls’ access
to digital media (especially mobile phones
and the internet) at country level, impeding
the conduct of reliable global comparisons.
A partnership of over 10 national and
international organisations including the
International Telecommunications Union
(ITU), UNESCO and the World Health
Organization (WHO) was launched in 2004
with the aim of identifying a number of core
ICT indicators that cover key areas related to
infrastructure, access and use.
However, only some of these indicators are
broken down by gender, not all of them are
collected internationally, and the data on
non-adult populations and those from low-
and middle- income countries (LMICs) are
particularly patchy (ITU, 2015).
The Vodafone Foundation and Girl Effect
recently published a study of girls’ access
and usage of mobile undertaken with 3,000
participants in 25 countries across Asia, Africa
and the Americas. Bertermann et al24 note:
Experts in international development, gender,
and mobile technology noted that adolescent
girls are generally subsumed within the
broader category of ‘women’. However, they
often experience different and additional
challenges. This difference could affect
their knowledge, attitudes, and behaviour
regarding mobile phones.
Exploring the issues | 11
The GAGE rapid evidence review goes on to
state that while there are few existing studies of
usually small scale, it appears that they allow us
to conclude:
Girls generally have less control over digital
media, are less likely to take advantage of
online opportunities, and less frequently
encouraged to undertake skills training. Girls
are also given more domestic chores, leaving
them less time for using digital media. Some
groups of girls are also more vulnerable to
social risks ranging from violence to gender
discrimination, which also affect the way they
engage with the internet.25
There is also an obvious correlation in terms of
marginalisation and lack of engagement in digital
development. Bachan and Raftree26 state that
[...] the most marginalized adolescent girls
often live in areas that do not have internet
coverage or in some cases mobile coverage.
They may not be able to afford to go on-line
or cover the cost of sending SMS messages.
They may not be literate, or they may only
speak their local language, meaning their
ability to participate in on-line discussions
is limited since these are usually managed
in official languages. Their mobile phone’s
operating system may not support their
local language for texting, or their language
may be an oral language that does not lend
itself to texting. They may not have their
own phone, meaning they have to resort to
borrowing one from a family member, or use
a call box or other means.
Therefore, while it is understood that ICT has
a role to play in helping to form identity by
connecting adolescents to others that they
can identify with beyond their immediate
circle, and can expand opportunities for further
learning, civic engagement and empowerment,
adolescent girls are the least likely to be
connected to these opportunities, particularly
those that face intersecting factors
of marginalisation.
12 | Analysing the gender transformative potential of the Block by Block methodology

For those that are connected, the gender

inequalities existing offline are mostly replicated
in online spaces, such as social media. Opinium
for Plan International UK asked 1,002 11-18 year
The digital divide involves both issues of
olds across the UK about their experiences of
access to ICT resources, as well as the
social media. Their findings conclude that:
patterns of use that different individuals
and organisations demonstrate. Disparities
[…} the internet is far from gender-neutral.
and differentials have been often explained
Compared to their male peers, girls are
by referring to the gender, socio-economic
feeling increasingly under pressure and
background, age, educational characteristics
facing harassment and abuse online. The
of the user or household, location, ethnicity or
result? They’re censoring their posts and
disability, with certain groups of users more
even leaving social media altogether, losing
disadvantaged compared to others.
their voice in the digital space.27
While ICTs are recognised as having the
The gender digital divide potential to promote gender equality and
women’s and girls’ empowerment, women
As discussed, there is very limited data on
access and use ICTs less than men, which can
adolescent girls’ access to ICTs and digital
exacerbate gender inequalities.30
development. Therefore, much of the discourse
on the gender digital divide discusses women It is also to be noted that girls and women are
and men. It is included here for two reasons: rarely involved as creators and developers of
ICTs. This affects the ICTs available, how they
1. There are some parallels to draw between
are used and by whom, contributing to gender
women’s experiences and adolescent
inequalities in ICT use.
girls’ experiences, but this must take
into consideration how age affects these Furthermore, Hafkin31 notes for the
experiences.28 Development Task Group on Gender of the
Partnership Measuring ICT for Development:
2. Understanding the experiences of women
helps to track back to the interventions that
Many things can come between women and
may be effective with adolescent girls to
the new technology: social norms about
narrow the gender digital divide in coming
appropriate behaviour of women, cultural
generations.
attitudes, gendered division of labour, gender
While access to ICTs has increased dramatically stereotypes and even gender-based violence.
over the past decade, access is not equitable Women may also have more to gain from ICT
in any part of the world. The digital divide is than men, in time, freedom and opportunities.
explained by Bailur and Masiero29:

The root causes of these differences include
high costs, lack of digital know-how, scarcity
of content that is relevant (including locally
understood language) and empowering for
women, and barriers to women speaking freely
and privately online.32
The research on the gender digital divide is
focussed on digital devices and digital media.
Even though Block by Block is digital media
in the sense that it is played on a computer, it
does not require internet connectivity to build
in the model. However, where the gender digital
divide becomes of interest to Block by Block
is the opportunity it provides to normalise girls’
use of computers, and to act as a catalyst to
conversations that can begin to address social
norms and exclusionary practice.
World Wide Web Foundation research35
conducted in a range of informal settlements
in Nairobi, Kampala, Lagos, Yaounde, Maputo,
Cairo, Bogota, New Delhi, Jakarta and Manila
found that:
The most important socio-economic drivers of
the gender gap in ICT access are education
and age. Controlling for income, women who
have some secondary education or have
completed secondary school are six times
more likely to be online than women with
primary school or less.
Further, the study found in relation to costs that:
[…] a monthly prepaid data allocation of one
GB (enough for just 13 minutes of Web use
a day, excluding video) costs, on average
10 times more than what the same data
costs the average OECD citizen, relative
to income, and is double what people in
developing countries spend on healthcare. In
the countries with the highest Internet costs
as a proportion of average income, our study
found the lowest numbers of women online
and the largest gender gaps in Internet use.36
This report concludes that:
Those who are urban, male, young and well-
educated are connecting at rates one would
expect in much wealthier countries, while
the poorest women with little schooling are
largely shut out of the World Wide Web.37
Exploring the issues | 13
What do the statistics
tell us?
According to a recent Plan International
briefing, Digital Empowerment of Girls
(2018): 33
More men than women have access
to and use the internet in all regions of
the world.
The internet gender gap (the gap
between the share of men vs women
using the internet) is growing, not
shrinking: it was 11.6 per cent in 2017,
up from 11 per cent in 2013. The gap
remains largest in least developed
countries, at 31 per cent.
Women in low and middle-income
countries are on average 10 per cent
less likely to own a mobile phone than
men, translating to over 184 million
fewer women than men owning mobile
phones worldwide.
The gender gap in mobile phone
ownership is most stark in South Asia,
where women are 26 per cent less
likely than men to own a mobile phone.
In addition to the gender gap in mobile
phone ownership, there is a gender
gap in mobile phone usage - women
are less likely to use mobile data,
social media apps or even SMS
services compared to male users.
Where women do have phones, they
are usually not as advance as men’s,
and they may not be smart phones
capable of connecting to the internet.
Across urban poor areas women are
about 50 per cent less likely to be
connected than men in the same age
group with similar levels of education
and household income.
Across urban poor areas women are
30-50 per cent less likely than men
in the same communities to use the
internet for economic and political
empowerment.34
14 | Analysing the gender transformative potential of the Block by Block methodology
Therefore, it can be understood that women
and girls are left behind by the digital revolution, ownership in societies.38
and this will exacerbate and reinforce existing
inequalities as they get older.
What does seem to be clear from a range of
research data is that education and ICT use
among women and girls are directly correlated
– and this is significant if we are to bridge the
digital gender divide.
Unless we are educating adolescent girls now,
this divide will deepen as technology evolves
and girls are left even further behind as they
reach adulthood.
This education and empowerment approach
includes:
●● Making girls just as confident in using
digital devices and media as their male
counterparts
●● Reducing negative social stereotypes around
adolescent girls and digital development
●● Understanding how and why they use digital
devices and media - not just for learning and report40 states,
economic empowerment, but to give them
voice and agency to participate freely in
all of the opportunities digital development
offers, such as social connection and
engaging in social change
However, access and ownership are only
one part of the picture when it comes to
understanding the gender digital divide for
women and girls in developing countries. If
the intended use of digital technologies is to
empower girls and women, it is necessary to
understand the ideas and conceptualisations of
gender empowerment or gender transformative
approaches.
The literature on ICT4D through the gender lens
of empowerment has often had an emphasis
on resource ownership, exploring the link
between the possession of assets and the level
to which women are and feel empowered. This
is also reflected in the statistics, which focus
on ownership as a basis for the gender digital
divide. Some argue that ownership is critical for
women to be in control of technologies and the
opportunities this provides, and that this is a
factor which is positively influencing the status
of women and public perception of female
As Bailur & Masiero39 state, though, control
over resources per se does not determine
sustainable increases in women’s control of
their lives: this has to be accompanied by
shifts in consciousness (in men and women),
which determine women’s ability to maintain
control. There must also be an explicit shift
in the informal exclusionary norms, and the
formal structures which lead to women being
locked out of the benefits of ICT, such as lack of
education and high costs.
Therefore, issues of power and entrenched
social norms which place less value on women
and girls’ participation and education are all at
play when it comes to unequal access to ICT.
This leads to women and girls being denied the
space and experience to grow their skills and
confidence in using ICT, locking them out of
prospective employment pathways and access
to information, services, and social support
networks. As the World Wide Web Foundation
[…] empowering women does not happen in
separate boxes labelled “offline” and “online”
but requires progress across several fronts at
once.
Specifically, in relation to Minecraft, UN-Habitat
reports that differences
[…] in digital skills linked to gender can have
a significant impact on group dynamics and
participants’ ability to participate in the design
and visualization process. Often women
and girls have fewer opportunities to learn
and use ICT because of deeply entrenched
gender roles. There is therefore a risk that
using ICT as participation tools favours
men over women and girls. Thus, there is
a need to consider how power dynamics
associated with, for example, gender and
digital knowledge influence how women and
men can participate in design and decision
making.41
 Exploring the issues | 15

Digital games and gender Alternatively, women are highly sexualised in

these types of games, feeding male fantasies
While there is a range of data indicating that
and in some cases as the subject of sexual
children and their parents associate digital
assault and violence, such as in the game
technologies with learning and educational
Grand Theft Auto.
opportunities, this seems to come from
what is expected rather than from personal Dietz45 explored the way gendered depictions in
experiences with new media. Walton and games can lead to young people internalising
Pallitt42 conducted a small-scale comparison of negative gender stereotypes. He argues that
two case studies in South Africa and observed as they rely on portrayals of men and women
that when adolescents talked about their own in media to negotiate their own sense and
practices, playing games on computers and expectations of gender roles, that what boys
cell phones was the most frequent response. and girls are exposed to when playing games
can translate into the way they conceptualise
Further, they observed that
their own and others’ gender.
[…] gaming is thus a popular local
Minecraft is not a narrative based game, so
appropriation of mobile phones. Mobile
it does not overtly reinforce gender tropes
games are micro-commodities, affordable
that are present in other games where female
even within a tight budget. Unlike expensive
characters are present only as victims to be
console games, they do not require
saved, prizes to be achieved, or in extreme
specialised hardware or negotiations with
cases as recipients of violence.46
other household members.
There has been some discussion among the
43
The GAGE review goes on to discuss that this gaming community around Minecraft’s lead
character Steve. Game creators contended Steve
[…] leads young people to explore how ‘game
was gender neutral - Mojang’s founder, Marcus
literacy’ permits the young people to articulate
“Notch” Persson, discussed in a blog post in
and re-appropriate their lived experiences of
201247 that he had designed Minecraft to
gender, class and ethnicity with energy and
creativity. The result, however, may be to
[…] be a game where gender isn’t a gameplay
reproduce existing inequalities – for example,
element. The blocky shape gives it a bit of
boys using gaming to reassert the value of
a traditional masculine look, but adding a
masculine subcultures and the exclusion of
separate female mesh would just make it
girls from this.
worse by having one specific model for female
human beings and male ones. That would
Analysis of digital games and gender tend to
force players to make a decision about gender
focus on the gender tropes and stereotypes
in a game where gender doesn’t even exist.
portrayed in narrative play. Criticisms of gender
roles in games have focussed on the lack of
It is important to note that the Block by Block
diversity in the lead characters driving the
methodology does not use Minecraft in game
narrative - usually white males - with lack of
play. The participants do not need to choose a
representation of women, people of colour,
skin to play with or interact with other players in
LGBTIQ+ communities, or people living with
the Block by Block model. Further exploration of
disabilities. This discussion draws heavily on
Minecraft and gender will be undertaken in the
the way narratives in games mirror the narrative
second report relating to this research. 
of the Hollywood film industry:
Male characters are present, central, and the
empowered vehicles through which the player
experiences the game world. Men are strong,
determined, and cunning, while women await
rescue or are killed off, functioning as an object
to inspire the male avatar to begin his journey.44
16 | Analysing the gender transformative potential of the Block by Block methodology
Part two: Urbanisation,
public space and gender
Urbanisation and Gender
The other set of issues involved in the research
is adolescent girls’ right to be in public, and
their safety in public spaces – particularly in
cities. The world is becoming predominantly
urban, with 60 per cent of the global population
expected to live in urban areas by 2030.48
This presents both opportunities (such as
greater access to education and employment)
and challenges for adolescent girls (such as
compromised mobility and safety).49
While adolescent girls have the right to
access and be safe in public spaces in the
city, research shows that from a young age
they internalise and are told that they are
responsible for their own safety, that where they
are and what they wear is the major contributing
factor to negative experiences in public spaces
– especially after dark.50 Further evidence also
suggests that sexual harassment is not only
happening in dark, unpopulated places but
the majority of incidences happen in very busy
places in broad daylight.51
In some contexts, cultural and social norms also
prevent adolescent girls from being in public
spaces without an appropriate chaperone, such
as a male or older female family member, and
prohibit girls from playing in public spaces at
the onset of puberty. Public spaces in urban
communities can also be associated with anti-
social behaviours, as the spaces where men
and boys go to drink, gamble or otherwise
congregate are more likely to result in verbal
harassment and physical assault for girls and
women who go to these spaces.
The perception and practice of keeping
adolescent girls “safe at home”, however, is in
contrast to crime statistics which indicate that
adolescent girls and women are most likely
to experience violence in the home, and least
likely to be physically or sexually assaulted
by strangers in public. This is of course not to
say that girls are safe in public spaces – there
are far too many instances of women and girls
being assaulted and having their lives taken
simply because they are out in the public.
Urbanisation
Over 90 per cent of growth in urbanisation will
take place in Africa, Asia, Latin America, and
the Caribbean. UN-Habitat53 describes the
issues as such:
In the absence of effective urban planning,
the consequences of this rapid urbanization
will be dramatic. In many places around
the world, the effects can already be felt:
lack of proper housing and growth of slums,
inadequate and out-dated infrastructure – be
it roads, public transport, water, sanitation,
or electricity – escalating poverty and
unemployment, safety and crime problems,
pollution and health issues, as well as poorly
managed natural or man-made disasters
and other catastrophes due to the effects of
climate change rate.
However, there is some evidence to suggest that
there is a positive correlation with well planned
and resourced urbanisation leading to urban
economies that are more productive than rural
economies.54 If this potential can be harnessed,
urbanisation can boost national economies and
accelerate development. The inevitability of
urban growth as a key global issue is recognised
by the inclusion of Sustainable Development Goal
11 on inclusive, safe, resilient and sustainable
cities. In order to meet this goal, mind-sets,
policies, and approaches towards urbanization
need to change for the growth of cities and urban
areas to be turned into opportunities that will leave
nobody behind.55

Public space
One of the most pressing challenges in
developing countries in relation to urbanization
is the use of public space. The ambition of
Goal 11 of the 2030 Sustainable Development
Goals is to make cities and human settlements
inclusive, safe, resilient and sustainable. Target
7 states: “by 2030, provide universal access
to safe, inclusive and accessible, green and
public spaces, particularly for women and
children, older persons and persons with
disabilities”. The adoption of SDG Target
11.7 provides significant recognition of the
importance of public space in sustainable
development. Until 2030, all countries in the
world will be required to take public space
into consideration. There will thus be a need
for supporting local and national governments
in developing legislation, policy, norms and
practices which support governments in
adopting a holistic and integrated approach to
the planning, design, development, creation,
protection and management of public space.56
Urbanisation, public space and gender | 17
This is confirmed in the New Urban Agenda,
discussed in more detail on page 20.
The Global Public Space Programme Annual
Report 201557 states:
Well designed and managed public space is
a key asset for a city’s functioning and has a
positive impact on its economy, environment,
safety, health, integration and connectivity.
The quality of life for people in cities is
directly related to the state of its public
spaces. Providing public spaces enhances
community cohesion and civic identity.
Cities with sufficient public space make it
possible to have well-maintained, safe and
attractive places to live and work in. Public
spaces and streets are multifunctional areas
for social interaction, economic exchange and
cultural expression among a wide diversity of
participants. The role of urban planning is to
organize public spaces and the role of urban
design to encourage their use.
18 | Analysing the gender transformative potential of the Block by Block methodology

Adolescent girls in urban environments and
use (or lack of use) of public space
There will be approximately 1 billion girls under
the age of 18 alive in 2025.58 Millions of them
will be among the 5 billion people who will
be living in towns and cities by 2030.59 There
is, however, a lack of data globally about the
experiences of girls and young women, and
in particular about the intersections of gender,
age, safety and urbanisation.
Girls are shut out of public space
Urbanisation does not only provide challenges
and opportunities for national development, but
also at the individual level. Surveys conducted by
Plan International in Ecuador, Nicaragua, Pakistan
and Zimbabwe (2015-2016) find that adolescent
girls do not feel they should be in public spaces,
particularly after dark.60 This is in contrast to
crime statistics which indicate that adolescent
girls are most likely to experience violence in the
home, and least likely to be physically or sexually
assaulted by strangers in public.61
It is not surprising however that girls feel so
unsafe in public spaces – societies perpetuate
the message that girls are not safe in public
spaces, and girls themselves report receiving
verbal harassment and assault from very early
adolescence with the onset of puberty.62
Anecdotal evidence from conversations with
adolescent girls indicates that they internalize
from a young age that they are responsible for
their own safety, and that where they are and
what they wear is the major contributing factor
to negative experiences in public spaces –
especially if they are alone after dark. The Plan
International Australia and OurWatch report, A
Right to the Night, discusses this in regard to
girls’ rights:
This sense of insecurity restricts girls’ rights,
specifically their right to move freely in public
places and access public transport, parks,
streets and other spaces outside the home.
Ultimately, this can mean that girls feel less
connection to and ownership over public places
and that they do not have the same rights to
participate in activities outside the home and
use public places as their male peers.
Further evidence also suggests that sexual
harassment is not only happening in dark,
unpopulated places but the majority of
incidences happen in very busy places in
broad daylight.64

What do the statistics tell us?

Plan’s Adolescent Girls’ Views on Safety in Cities report (2013)63 found that:

CAIRO: KAMPALA:
39% DELHI: 80% LIMA:
3.3%
Over of girls do not feel safe.
of girls reported never feeling
safe
 when using public Only
transportation. of girls reported feeling
safe
 when using public

44% 2.2%
transport.

Only
felt that they never
had access of girls reported always
to emergency and/or basic feeling safe when
services. walking in public spaces.
 Urbanisation, public space and gender | 19

Most designers, urban planners and policy are driving change to achieve Sustainable
makers think if a place is busy then it’s safe, Development Goal 5: Gender Equality.
but that’s actually not the case at all […] CCTV
Gender Equal Cities look to principles such as:
cameras don’t make women [and girls] feel
any safer: it actually only contributes to women ●● Involve women and girls more in every stage
[and girls] feeling very unsafe. There are a lot of urban design
of security measures in the urban environment
●● Pay more attention to all women’s voices to
called crime prevention through environmental
ensure we feel relaxed and safe in public
design (CPTED), which is environmental
spaces
design for making people feel safe.
●● Plug the knowledge gap on what makes
But all of that doesn’t actually work for
public space more inclusive, what girls and
women and girls because it’s all after they
women want
have been assaulted. Architects, designers,
town planners and the community more ●● Collect, analyse and use disaggregated
broadly have the ability – and responsibility – data about public space relating not only to
to ensure our cities and spaces consider the gender, but age, ethnicity, disability, class
perspectives and safety of all users.
●● Understand how to integrate both women
Initiatives such as Gender Equal Cities from friendly spaces and women only spaces
URBACT65 (a programme to foster sustainable
●● Adapt participatory methods to be
integrated urban development in cities across
welcoming and appropriate
Europe) seek to highlight ways in which cities
20 | Analysing the gender transformative potential of the Block by Block methodology
Part THREE: Exploring the
response to the gender
digital divide and gendered
urbanisation
The Global Response
Sustainable Development Goals (SDGs)
The 2030 Agenda for Sustainable Development
was adopted in 2015, outlining 17 Goals known
as the Sustainable Development Goals (SDGs)
or Global Goals. In contrast to the Millennium
Development Goals (2000-2015), meeting these
goals is not only the responsibility of low and
middle-income countries, but of all countries.
SDG Goal 5: Achieve gender equality and
empower all women and girls outlines specific
targets for gender equality.
Target 5.b calls for enhancing the use of
enabling technology, in particular information
and communications technology, to promote
the empowerment of women.
SDG Goal 11: Sustainable Cities and
Communities outlines specific targets for making
cities safe and sustainable, ensuring access
to safe and affordable housing, investment in
public transport, creating green public spaces,
and improving urban planning and management
in a way that is both participatory and inclusive.
Goal 11 includes Target 7 to provide universal
access to safe, inclusive and accessible, green
and public spaces, in particular for women
and children, older persons and persons with
disabilities.
The New Urban Agenda
The New Urban Agenda (NUA)66 was an
outcome of the United Nations Conference on
Housing and Sustainable Urban Development
(Habitat III) held in 2016 in Quito Ecuador. Also
known as the Quito Declaration on Sustainable
Cities and Human Settlements for All, the
Agenda outlines a shared vision, including a
vision for cities and human settlements that
13 b) Are participatory; promote civic
engagement; engender a sense of belonging
and ownership among all their inhabitants;
prioritize safe, inclusive, accessible, green
and quality public spaces friendly for families;
enhance social and intergenerational
interactions, cultural expressions and political
participation, as appropriate; and foster
social cohesion, inclusion and safety in
peaceful and pluralistic societies, where the
needs of all inhabitants are met, recognizing
the specific needs of those in vulnerable
situations;
13c) Achieve gender equality and empower
all women and girls by ensuring women’s full
and effective participation and equal rights
in all fields and in leadership at all levels of
decision-making; by ensuring decent work
and equal pay for equal work, or work of
equal value, for all women; and by preventing
and eliminating all forms of discrimination,
violence and harassment against women and
girls in private and public spaces;
 Exploring the response to the gender digital divide and gendered urbanisation | 21
It also states as part of the implementation plan:
100. We will support the provision of well-
designed networks of safe, accessible, green
and quality streets and other public spaces
that are accessible to all, free from crime
and violence, including sexual harassment
and gender-based violence, considering the
human scale, and measures that allow for the
best possible commercial use of street-level
floors, fostering both formal and informal local
markets and commerce, as well as not-for-
profit community initiatives, bringing people
into public spaces, and promoting walkability
and cycling with the goal of improving health
and well-being.
and
156. We will promote the development of
national information and communications
technology policies and e-government
strategies, as well as citizen-centric digital
governance tools, tapping into technological
innovations, including capacity development
programmes, in order to make information and
communications technologies accessible to
the public, including women and girls, children
and youth, persons with disabilities, older
persons and persons in vulnerable situations,
to enable them to develop and exercise civic
responsibility, broadening participation and
fostering responsible governance, as well
as increasing efficiency. The use of digital
platforms and tools, including geospatial
information systems, will be encouraged
to improve long-term integrated urban
and territorial planning and design, land
administration and management, and access
to urban and metropolitan services.
Further to this, the Action Framework for
Implementation of the New Urban Agenda
(AFINUA)67 developed in 2017 outlines
the basic ingredients for the implementation
of the NUA, who should lead each, how
they might be measured and how they link
to the provisions of the NUA. Its 35 key
elements are grouped into the following five
categories: (1) national urban policies, with
six key elements, (2) urban legislation, rules
and regulations, with nine key elements, (3)
urban planning and design, with eight key
elements, (4) urban economy and municipal
finance, with six key elements, and (5) local
implementation, with six key elements.
Cutting across all 35 key elements are the
principles of participation and governance.
Virtually all key elements require political
buy-in to be activated—without it they would
only exist hypothetically. And transparency
must serve as their guiding principle if they
are to avoid the undermining influences of
corruption.
International Telecommunication Union
Action Plan
In 2016, the International Telecommunication
Union (ITU) adopted an Action Plan68
to accelerate inclusive and sustainable
development by closing the digital gender
gap and harnessing the transformative
potential of ICTs for women’s (including girls’)
empowerment. The broad aims of the Action
Plan are:
●● Develop gender-responsive strategies and
policies 

●● Ensure access to ICTs by women and
mitigate the online risks that hinder women’s
access to and use of technology 

●● Build digital capacities and support
development of content, applications and
services that meet women’s needs 

●● Promote women in the technology sector,
including in positions of decision-making 

●● Establish multi-stakeholder partnerships 

This Action Plan operates in the light of the
2030 Agenda for Sustainable Development
and the Addis Ababa Action Plan 2015, as well
as commitments and outcomes of WSIS, the
Beijing Declaration and Platform for Action and
General Conclusions of the Commission on the
Status of Women. It encourages stakeholders
(governments, the private sector, NGOs, civil
society and IGOs) to cooperate and build
22 | Analysing the gender transformative potential of the Block by Block methodology
synergies towards closing the digital gender
gap. The Action Plan stresses the importance of
women’s ‘equal and meaningful participation in
the digital society’ for the realisation of women’s
rights in the 21st century, as well as the
realisation of a ‘just, inclusive and rights-based
information society’. 

Plan International and UN-Habitat’s
Response
Plan International
Plan International is an independent
development and humanitarian organization
that advances children’s rights and equality for
girls. The organisation’s strategy is to transform
the lives of vulnerable and excluded girls and
boys, especially where there is disadvantage
and urgent need. Girls are disproportionately
disadvantaged compared to boys, whether
in education, health, work or family life. By
challenging the root causes of inequalities,
Plan International aims to achieve large-scale
changes, because gender equality will secure a
better world for all children.
Plan International has a focus on girls as part
of its commitment to gender equality. While
working with women is a key part of ensuring
gender equality, Plan International recognises
that at current rates of change it will take
decades for girls and boys to be treated as
equals. Working with partners, young people,
supporters and with those in power, Plan
International is scaling up its global efforts to
achieve equality for girls.69
Plan International is also working to address the
gender digital divide. Plan International’s Global
Strategy states that
we must harness the power of technology
and use innovative solutions to extend our
reach and impact. We must focus on the
rights of girls, who are most vulnerable to
being left behind as the world around us
changes.
Plan International seeks to achieve this through
research, programme implementation and
continuing dialogue with the global community,
such as the Digital Development Principles.
Plan International’s Safer Cities for Girls
programme
Safer Cities for Girls is one of Plan
International’s gender transformative
programmes. It is a globally united but locally
led programme, developed in partnership
between Plan International, UN-Habitat and
Women in Cities International (WICI). Currently,
Safer Cities for Girls is being implemented in
various cities around the world: Cairo (Egypt),
Delhi (India), Hanoi (Vietnam), Kampala
(Uganda), Lima (Peru) and Nairobi (Kenya)
and most recently Honiara (Solomon Islands),
Asunción (Paraguay) and Alexandria and Assiut
(Egypt).
The overarching goal of the Safer Cities for
Girls programme is to build safe, accountable,
and inclusive cities with and for girls in all their
diversity. The programme aims to:
●● Increase girls’ safety and access to public
spaces

●● Increase adolescent girls’ active and
meaningful participation in urban
development and governance
●● Increase autonomous and safe mobility in the
city for adolescent girls.
Two tools are used in the Safer Cities for Girls
programme to map and assess public spaces
from adolescent girls’ perspectives.
Safer Cities for Girls - Social Cartography
Social cartography is an activity which requires
girls and boys to individually draw a map of
their neighbourhood: the places they go to
(such as school, the market, the sports ground)
and the routes they take to get there. These
places are assessed according to how they
feel at each site – safe or unsafe, happy or sad.
The second part of the activity enables girls
and boys in separate groups to draw the ideal
version of their neighbourhood to encourage
them to start thinking about how their
community would look for them to feel safe.
It is an essential tool to collect and assess
information about girls’ and boys’ perceptions
 Exploring the response to the gender digital divide and gendered urbanisation | 23
of urban safety in public spaces, and what
needs to be changed. By allowing them to build
their own maps, it is possible to gain key insight
into how they make use of their space, and
what places they avoid. By allowing girls and
boys to map their ideal vision of the community
they live in, it gives first hand insights into
possible recommendations. The maps are also
used to inform the routes for the Safety Walks
described below.70
Safer Cities for Girls - The Girls’ Safety Walk
The Girls’ Safety Walk (GSW) is a walk
performed by girls through their neighbourhood
to help identify and analyse factors that make
them feel safe and unsafe.
The routes chosen for the GSW are based on
information derived from the social cartography
activity on those routes and places which
the adolescent girls identified as unsafe. The
analysis is guided by seven principles and
provides detailed information about how the
adolescent girls view specific sites within
the area they live in. As part of this tool,
girls formulate recommendations for making
improvements in the communities.
Girls use the support of a checklist to record
their observations of the spaces where they
are doing the walk. The seven principles of
women’s and girl’s safety guide the questions
included in the Girls’ Safety Walk Checklist71:
1. See and be seen
2. Hear and be heard
3. Be able to get away and get help
4. Live in a clean and welcoming environment
5. Know where you are and where you are going
6. Working together
7. Inclusion72
UN-Habitat
UN-Habitat is the United Nations programme
working towards a better urban future.
Its mission is to promote socially and
environmentally sustainable cities and towns
and the achievement of adequate shelter for all.
With four decades of extensive experience,
from the highest levels of policy to a range
of specific technical issues, UN-Habitat has
gained a unique and universally acknowledged
expertise in all elements of urban work. UN-
Habitat is capitalizing on its experience and
position to work with partners in order to
formulate the urban vision of tomorrow. It works
to ensure that cities become inclusive and
affordable drivers of economic growth and
social development.73
UN-Habitat manages a number of programmes
and initiatives, including a Safer Cities
programme. This is mainly focussed on crime
prevention, and it is important to note that
this is a different programme than the Plan
International Safer Cities for Girls programme
described above.
UN-Habitat Global Public Space Programme
Launched in 2011, the Global Public Space
Programme aims to improve the quality of
public spaces worldwide. Public spaces
have historically often been overlooked and
undervalued by urban authorities but are
increasingly being considered the backbone
of cities. Public spaces are sites which are
accessible and enjoyable by all without a profit
motive, and take on various spatial forms,
including parks, streets, sidewalks, markets
and playgrounds. Good public spaces enhance
community cohesion and promote health,
happiness, and well-being for all citizens.
They also enable cities to support a higher
population density – a key element of the
sustainable cities of the future. The programme
works in more than 20 countries and focusses
mainly on cities in developing countries with
high percentages of their population living in
informal settlements. Primary partners are cities
and local governments who are often tasked
with the creation and management of public
spaces on the local level.74
The objectives of the Global Public Space
Programme are:
●● To promote public space as an important
element for creating sustainable cities, and
for improving the quality life of urban citizens;
●● To consolidate knowledge, good
approaches, tools and methodologies on
24 | Analysing the gender transformative potential of the Block by Block methodology
public space and make these accessible,
particularly to local and government
partners;
●● To engage the broader network of partners
and public space practitioners in the global
promotion of good policies and practice on
public space; and
●● To demonstrate, through pilot projects and
in partnership with cities, the importance of
public spaces in achieving social, economic,
environmental and other benefits to cities.75
Block by Block methodology and Minecraft as a
tool for youth participation and governance
The Global Public Space Programme is
supported by Mojang, the makers of the
popular video game Minecraft. Through
the collaboration with Mojang, UN-Habitat
developed an approach to work on public
spaces, called Block by Block, in which
Minecraft is used as a community participation
tool for the improvement of public spaces
worldwide, with a focus on poor communities in
developing countries.
Working with Mexican Minecraft collective
MCMX Builders, the selected public spaces
in a city are rebuilt as Minecraft models in
the computer. These models are then used
in a workshop of 3-5 days in length in which
participants are trained in the Minecraft
commands and assisted to redesign the
public space models in groups. Groups do a
site visit to explore what they like and dislike
about the space, negotiate with each other
about space and its function, and are guided
to add the things that they want to see in that
space as they redesign it. On the final day of
the workshop, the participants come together
with other stakeholders to prioritize the public
space work in a joint collaborative exercise
and present their ideas to local government
decision-makers. The community-developed
Minecraft models are then used to inspire
the final designs of the public spaces and
ultimately the construction work.76
In UN-Habitat’s report Using Minecraft for youth
participation in urban design and governance,77
the rationale for using ICT, and specifically
Minecraft, as a tool in their programmes is
outlined as followed:
UN-Habitat believe that ICT can be a catalyst
to improve governance in towns and cities and
help increase levels of participation, efficiency
and accountability in public urban policies,
provided that the tools are appropriately used,
accessible, inclusive and affordable. Research
shows that ICT use by youth can have a direct
impact on increasing civic engagement, giving
them new avenues through which to become
informed, shape opinions, get organized,
collaborate and take action.
[…] despite their growing number, youth are
often excluded from participation in decision-
making processes, leaving them socially and
politically marginalized and frustrated. Many
governments and public bodies lack the
necessary capacity, resources and tools to
effectively engage youth in urban planning,
design and governance processes. However, in
recent years, a growing recognition is evident
among policy makers and practitioners that
youth are an important source for positive
social change and technological innovation.
Now that awareness of the importance of youth
participation has been raised regarding the
“what” and “why” of youth participation, more
work is now needed to address the “how.”
UN-Habitat’s work with Minecraft, as a civic
engagement tool with youth is one important
model that addresses that question.
Working with social researchers at Ericsson
Sustainability Research, UN-Habitat carried out
a social impact assessment of Minecraft as a
youth participation tool in Kirtipur, Nepal.78 The
study showed that
[…] Minecraft increased youth interest in
public space design, provided a new venue
for youth to influence the political agenda and
frame policy issues related to urban design,
and helped youth to develop important skills
and networks. The study also revealed that
existing institutional arrangements and digital
skills influenced individuals’ representation,
participation and voice. The use of Minecraft
presents clear opportunities for governments
– at local, regional and national level – to
engage youth in participatory processes.
It also provides the possibility of engaging
with youth on their own terms and presents
 Exploring the response to the gender digital divide and gendered urbanisation | 25
new ways of involving them in political
deliberation. Visualization is crucial in
how people perceive reality and Minecraft
is instrumental in developing joint policy
positions and solutions.
Block by Block and Safer Cities for Girls
To date, two pilot Block by Block workshops
have been held with the Safer Cities for Girls
programme – one in Hanoi, Vietnam in May 2017
and another in Delhi, India in February 2018.
The Hanoi workshop resulted in girls
redesigning a tunnel they often needed to
access by installing better security measures
and painting the space to be more attractive
and lighter. The community came together with
local government representatives to mobilise
the funds, time and skills to redesign the tunnel.
The workshop in Delhi looked to redesign public
spaces used as parks. The images below are
photographs taken on a site visit before the
workshop started, alongside some of the designs
created by the young people in the workshop.
26 | Analysing the gender transformative potential of the Block by Block methodology

Part four: Exploring the

research areas of inquiry
The analytical framework below from Gender at Work79 describes these four spaces or spheres of
practice to contribute to gender transformative change:

individual

CONSCIOUSNESS RESOURCES
CAPABILITIES

informal formal

INFORMAL NORMS FORMAL RULES

AND EXCLUSIONARY AND POLICIES
PRACTICES

systemic
The top two quadrants are related to the
individual.
●● On the right are changes in noticeable
individual conditions, for example increased
resources, voice, freedom from violence,
access to health and education.
●● On the left are individual consciousness
and capability – knowledge, skills, political
consciousness, and commitment to change
toward equality.
The bottom two clusters are related to the
systemic.
●● The cluster on the right refers to formal rules
as laid down in constitutions, laws, and
policies.
●● The cluster on the left is the set of informal
discriminatory norms and deep structures,
including those that maintain inequality in
everyday practices.

Area of Inquiry 1:
The Block by Block methodology and the Safer Cities for Girls programme80
Block by Block is a good way to develop and
share ideas to improve public spaces
During an interview with UN Habitat staff, Block
by Block was described as follows:
The purpose is to build on existing
[participatory] methodologies to give the
participants the tools to express themselves
through design, and Minecraft is easy to learn.
The real benefit is that even people with limited
design and computer skills can participate
quickly and design. After evaluating more than
50 projects, I would say it really works - levels of
confidence and participation increase through
the process, particularly with young people who
have never had to address officials in a group.
The design process allows a level of ownership
that just talking wouldn’t.
The participants (girls and boys in Delhi,
and only girls in Hanoi) all strongly agreed or
agreed that Minecraft is a good way to work
together and develop ideas.
“
I think Minecraft is a creative tool to
empower girls like us. Through Minecraft,
our opinions are taken into consideration.
And more importantly, we feel much more
confident sharing our ideas with adults.”
FEMALE FOCUS GROUP PARTICIPANT, HANOI
Minecraft was a good way to work together and develop our ideas
12
10
8
0
Strongly Agree
agree
Exploring the research areas of enquiry | 27
Girls and young women in Delhi felt the
model would be very successful as boys and
girls both participated equally and put their
concerns together, sharing problems and
solutions in one platform.
In addition, one of the girls in the Hanoi focus
group shared that the Block by Block workshop
had inspired her future career aspirations:
“
After the Minecraft workshop, I started
thinking about becoming an architect in
the future. I am trying to learn to make
that dream come true.”
FEMALE FOCUS GROUP PARTICIPANT, HANOI
There was also some discussion with key
informants about the way the model can be
used to illustrate the way people and the built
environment interact:
We need to explore the way the social and
built environments interact. For example,
the way benches are placed so that people
can interact in a different way, or how art can
influence the space. Maybe we could include
innovative urban designers to reflect together
with the youth how issues are solved in other
cities. The young people could also do some
research before the workshop to see what
could be applied in their context.
Boys in Delhi
Girls in Delhi
Girls in Hanoi
Neutral Disagree Strongly
disagree
28 | Analysing the gender transformative potential of the Block by Block methodology
There is a tension here, though, between
inspiring participants and making them feel
that the examples given must appear in their
models. One UN Habitat facilitator had the idea
of showing photos of things that may not be
good urban design and having a discussion
about how to address the issues through
design.
We could show a picture of people under the
sun. Rather than saying “you must put shade”
we could have a conversation about how to
get these people out of the sun. Or we could
show a photo of a fence that is not inclusive,
and have a conversation about how to
introduce other elements like trees or artwork
as a fence.
Block by Block and the Girls Safety Walk fit
well together
It was unanimous amongst staff at UN-Habitat
and Plan International, as well as the young
people participating in focus groups, that the
Block by Block methodology works best as a
follow up to the Girls Safety Walk (GSW see pg.
21). There was no clear direction from youth
participants or Plan staff about the use of the
social cartography exercise – the GSW was
the tool that was discussed with excitement as
fitting well with Block by Block.
All agreed the walk should define the public
space to be built in the Minecraft model, and
the issues highlighted in the GSW assessment
be used explicitly in the first day of the Block
by Block workshop when deciding what needs
to improve in the space. The design process
in the Minecraft model should then respond to
these specific issues raised.
One Block by Block facilitator who had
facilitated seven Block by Block workshops with
UN-Habitat, including both the workshops in
Hanoi and Delhi as part of Safer Cities for Girls,
could clearly see that the GSW directly related
to interventions to improve girls’ safety:
In China, for example, [although adolescent
girls were participating,] safety was just
such a normal part of their day they didn’t
feel it was an issue to be addressed. In Haiti
and other places, they thought about it, but
nothing as profound as in Safer Cities for
Girls… I have only seen a safety camera for
example, or safe houses or police stations, in
the Safer Cities for Girls workshops.
The Minecraft model can be used to
highlight social issues, but not to directly
address the social norms underlying
negative behaviour
Some evidence suggests that social issues can
be addressed by providing solutions in the built
environment. For example, the girls in Hanoi
built a café next to a bar that men frequent,
and which is a site where girls are verbally
harassed. The thinking here was that women
would come more frequently to the area to go
to the café and thereby reduce this risk, as the
men were less likely to harass adolescent girls if
older women were present. A group in the India
workshop addressed eve teasing around public
toilets by placing a guard there.
While these are ways to minimise these
behaviours, it does not address the underlying
power dynamics and root causes that lead to
the behaviours. By raising these issues through
the model however, it is possible to show the
effects of these behaviours and why it makes
public spaces unsafe for girls in a very easy
to understand way, opening the possibility
for further dialogue about what else needs to
happen for these behaviours to change.
In this way, the conditions of girls’ lives can
potentially be improved by the development of
safer public spaces through the Block by Block
approach.
In conversation with key informants, it was
discussed that social issues are addressed
in Minecraft when the Minecraft community
come together on servers where hundreds
and even thousands of gamers can interact
on the same map. These servers have real-
world governance structures and sets of rules
to address social interactions within the game.

For example, “griefing” is not permitted in
many communities, meaning it is not permitted
to destroy others’ constructions. As the
Minecraft model for Block by Block is currently
implemented it does not lend itself to this level
of social interaction, but as the technology is
constantly evolving, it may be interesting to
keep in mind.
The Minecraft model cannot address city
wide mobility and transit systems – but it can
be used to address street level mobility
In terms of girls’ autonomous mobility in cities,
Minecraft models do not address mobility by
public transport as a total system – it is not
practical to build models to that scale.
As one key informant discussed when asked if
Minecraft can be used to address girls’ mobility
in cities,
In terms of urban design for mobility, such as
zebra crossings or foot paths, urban mobility
like walking and cycling can be addressed.
The model could also be used for coming up
with designs for bus stations/ train stops. You
can’t design moving buses or trains, once
you start going to such a large scale, it is not
possible to build easily.
At the Delhi workshop, some of the models
developed added street lights, cleared rubbish
from walkways and covered over open sewers
to make mobility safer around the parks being
developed.
Computers are required to make Block by
Block meaningful – and where possible,
multi-player servers work well
The Block by Block methodology requires the
use of computers. Internet connection is not
required to build in the model, it is downloaded
onto computers and the participants work on
models offline.
While there is a version of Minecraft for
smartphones and tablets, it is not possible
to load a map onto this version. The mobile
version is also reported as difficult to use –
one Block by Block facilitator described it as
Exploring the research areas of enquiry | 29
“difficult to see what is happening on the phone
as your fingers are in the way, the mouse is
more precise”. And finally, mobile phones and
tablets do not lend themselves to group work –
an essential component of the Block by Block
methodology.
Where internet connection allows, it is possible
to create a multi-player server using the map
created for the Block by Block workshop so all
participants can bring their ideas together in
one model at the end of the workshop. This is
an effective way for groups to share ideas and
negotiate on the features for the final design
and should be included as a component in
workshops if possible. It is not contingent to a
successful Block by Block workshop however,
and most workshops occur in environments
with no internet connectivity.
There is a disconnect for some between the
model and the public space in reality – but
there are ways to overcome this
Some staff and participants in Hanoi and Delhi
found the disconnect between the model and
the reality of the public space challenging.
Feedback included that the model did not
look real enough, it was “too clean” and in
some cases they could not recognise the built
environment.
As a Plan International staff member from
Vietnam shared,
The girls had a lot of ideas from the Girls
Safety Walk but were not able to show
this clearly on the model – such as the
tunnel, rubbish, and open sewers. They had
discovered many roads that were very far
away from people’s houses that are very
dangerous for girls because no one can hear
or see them, but these were not reflected on
the Minecraft model.
While there was some discussion about
participants having greater ownership of the
build process, it is clear in speaking with UN-
Habitat’s game expert that while this is possible
in theory, it is not practicable.
30 | Analysing the gender transformative potential of the Block by Block methodology
It [building the map] is a technical process
that requires quite advanced computer
skills…the building team has played Minecraft
for three to four years. It takes a team of six
people one week to build a medium map
around the clock – there is always someone
working on it.
There are, however, some experiences and
ideas to draw on to assist communities to
engage in the model.
The model should be two to three blocks of an
area, including the streets that connect them.
The area provided for the model in Hanoi was
reported to be too large, and the areas in Delhi
reported as too small. The ideal model size
according to Block by Block facilitators is two
to three blocks and the streets or walkways that
connect them. This allows the participants to
develop their ideas for the space itself, while
also being able to address issues of street level
mobility as discussed above.
The model builders need clear images or video
to build from. The building team find it easiest
to draw on 360 degree Google Earth images,
or if this is not available or too outdated, they
advise for one person to stand in the middle of
the site and take 360 degree photos or videos.
This guidance should be made explicit to host
organisations, and examples of “good” photos
and videos provided so the host organisation is
very clear about what to provide to the building
team.
Community members can provide real time
feedback to model builders to refine details.
There are examples from UN-Habitat of the
host organisation taking the model into the
community before the workshop to obtain
feedback on the model. Where possible,
workshop hosts have sat in or close to the
public space developed in the model. Using
a laptop with the model loaded, they collect
feedback from community members to share
with the model builders so they can refine
details to make it more realistic, such as adding
rubbish, or changing a building façade, adding
a temporary shop or stall etc.
The workshop should take place close to the
area selected for the model. Block by Block
facilitators advise that the workshop should take
place close to the area being designed, and if
possible within walking distance. Sometimes
this isn’t possible because it is not safe to be
in the area, however as close as possible is
always the preference. As one key informant
pointed out,
The model will never be a perfect replica of
the space, so the ability to walk to the space
and do the site visit together as a group at the
beginning of the workshop is important.
One facilitator gave an example of a workshop
that took place in a café with a glass wall
overlooking the public space to be designed,
citing this as a best-case scenario.

Area of Inquiry 2:
Social norms around computer (digital) games for adolescent girls
Digital games are present in the lives of girls
in Delhi and Hanoi – but they do not play
games on computers
While focus groups in Hanoi and Delhi show
that both boys and girls play digital games
regularly, on further conversation most play on
their phones and not on computers.
Focus group discussions with girls in Delhi
revealed that in a group of nine adolescent
girls and young women, none of them had
computers in their homes. They said using
computers outside their house is very rare,
and when they do use them it is only to fill
online applications, or to do school project
work and presentations. This is not surprising
as smart phones are used to connect to the
internet rather than computers in much of the
developing world. In contrast, in a group of
nine adolescent boys and young men in Delhi,
some had computers at home and others used
computers in internet cafes for gaming.
Girls in Hanoi also said they prefer games
on phones than computers because it’s not
convenient to play on computers, and that they
use computers, smartphones or tablets often,
but for searching for information and learning.
In their opinion, boys play games a lot, usually
at internet cafés or on their phones.
I play computer games regularly (at least once a week)
12
10
8
0
Strongly Agree
agree
Exploring the research areas of Section
enquiry | 31
Using computers and gaming are perceived
as a boys’ activity by many – including girls
themselves
Focus group discussions and key informants
made it clear that there is a prevailing attitude
that computers are for boys, and therefore the
Block by Block workshop is also for boys.
It has been more difficult to get girls to
workshops. Often the perception is the
workshops are for engineers, usually men.
UN-Habitat has really done a lot of work to
communicate that this is citizen participation.
In workshops, men and boys almost always
have more computer and technical skills.
Girls in Hanoi and Delhi had very different
experiences to boys when it came to
permission to play digital games. Girls in Delhi
reported that they had to “ask repeatedly” for
permission to use the household computer and
then they only used it to fill online applications,
school projects or presentations. The boys in
Delhi agreed that they are more “free” to use
the computer to play games at home, and also
outside the home. One boy in Delhi said:
Males generally enjoy the computers while
girls use computers for school work.
Boys in Delhi
Girls in Delhi
Girls in Hanoi
Neutral Disagree Strongly
disagree
32 | Analysing the gender transformative potential of the Block by Block methodology
Girls in Hanoi said boys can use computers
at home or in the internet café, without being
questioned, but girls do not have much time
for using computers, as they have to do
household chores while boys do not. They felt
that opportunities at schools are the same but
at home or in public places it’s different. Even
when the girls have time, they do not feel free
to go to internet cafés, as people will think that
they are not “good girls”. Most of the people
at internet cafés are boys, so girls do not feel
comfortable there.
“ Boys can go to the internet café without
being judged, but if a girl goes to that
place, people will say that she is not a
good girl.
FEMALE FOCUS GROUP PARTICIPANT, HANOI
In addition, parents do not want girls to use
computers for fear that girls will make friends
online and will be harassed or “spoiled” - but
for boys they think there’s no risk.
“
My brother can play games on his phone
any time, but I can’t because my parents
do not want me to do so. I have to do the
cooking, cleaning but my brother does
not have to do anything. My parents do
not want me to play games on the phone,
Girls and boys have the same opportunities to use computers in their free time
8
7 Girls in Delhi
6 Girls in Hanoi
0
Strongly Agree
agree
for fear that I will be spoiled. But they
let my brother play any time he wants. I
have become used to this but sometimes
I still feel discontented.
FEMALE FOCUS GROUP PARTICIPANT, HANOI
Barriers to girls playing digital games
Focus group discussions in Hanoi and Delhi
showed that the majority of boys and girls
strongly agreed or agreed that girls and boys
have the same opportunities to use computers
in their free time.
Boys in Delhi were more likely to strongly agree
with this statement than girls in Delhi and Hanoi
however, indicating that their perceptions of
girls’ opportunities to use computers are not in
line with girls’ experiences.
Girls in Delhi also disagreed with this statement
at higher rates than boys in Delhi or girls in
Hanoi, citing that too much time on computers
can have a negative impact (although they did
not expand on what this impact was).
On further conversation, however, it became
apparent that while there was some agreement
that girls have equal opportunity to use computers
in their free time, they have less free time than
boys, and that they are restricted in where they
can use them and what they use them for.
Girls in Hanoi also discussed differences in
opportunity as not only gendered, but also
different for urban and suburban girls:
Boys in Delhi
Neutral Disagree Strongly
disagree
 Exploring the research areas of enquiry | 33

“
Girls in urban areas have more
opportunities to use computers than girls
in suburban areas like us, as we have more
chores.
FEMALE FOCUS GROUP PARTICIPANT, HANOI
Block by Block can play a role in positively
addressing social norms around girls,
computers and digital games, but this must
be more explicit
Observation at the Delhi workshop as well as
focus group discussions and key informant
interviews indicate that there is the possibility for
the Block by Block methodology to clearly show
that boys are not inherently “better” at using
computers than girls – they usually just have had
more practice. Staff at UN-Habitat, observation
at the Delhi workshop, and discussion with the
participants at the Hanoi workshop cited the
ease with which girls not only learned to use the
model, but also that their designs were taken
seriously by decision makers.
However, it was also observed that the
methodology does not currently make
this explicit and can go further to initiate
conversation and reflection on social norms.
This is further discussed in the Block by Block
and Gender Transformative Programming
section below.

Area of Inquiry 3:
Block by Block and gender transformative programming

In order to be gender transformative, the One key informant described this as:
Block by Block methodology must be more
explicit about challenging gender social norms
and opening a space to discuss girls’ rights
ICT4D as a process for girls’ empowerment
must include more than adolescent girls’
access to and use of the Minecraft model.
While an important aspect of gender
transformative programming includes individual
and collective empowerment, it must also
include addressing informal social norms and
formal and institutional spaces such as laws,
policies and budgets. Block by Block is going
towards achieving some of these outcomes,
however being more explicit would enable the
methodology to begin to measure progress
towards these outcomes.
UN-Habitat has worked explicitly to ensure that
girls and women participate in Block by Block
workshops, however through observation at the
Delhi workshop and in discussion with all key
informants, there is no discussion of girls’ rights
or gender equality in the approach. It is also
important to understand that the facilitation of
the Block by Block methodology does not rest
solely on the UN-Habitat facilitator but must be a
collaborative process with the host organisation.
It [the methodology] still needs some tweaking.
In terms of bridging the digital divide, it did seem
engaging for some girls and we will find that
some girls really want to build in Minecraft. It’s a
game, and the facilitators [both Plan and UN-
Habitat] have to translate the girls’ reality into the
game. The urban planning skills are very useful
to learn, it’s not some stereotypical set up and
narrative that many games have because it is so
abstract, so the approach can be really useful.
In discussion with UN-Habitat Staff, it was clear
that one of the more positive aspects of the
Block by Block methodology was in bringing
a wide range of community members together
– different ages, genders, social, cultural or
religious groups.
The game itself is a leveller, not only for gender,
but for different educational levels, different
skills. After two-three days most people have
figured out the game to the extent that they are
able to present their ideas, be creative. Young
people are able to be more confident, because
it’s play and fun, the hierarchies are broken
down, it gives confidence.
34 | Analysing the gender transformative potential of the Block by Block methodology

This kind of levelling effect between diverse The Block by Block methodology can build
participants was not seen in either of the Block girls’ and young women’s confidence, skills,
by Block/ Safer Cities for Girls pilot workshops, agency, and amplify their voices to urban
however this could be a way to make the planners and decision makers, but it must
methodology more gender transformative, by be well facilitated
addressing existing social norms. If carefully
All participants in the focus group discussions
facilitated to ensure adolescent girls are
in Delhi and Hanoi strongly agreed or agreed
participating equally, working alongside other
when asked if the Block by Block workshop
community members could be a way to show
grew their confidence in developing and
that girls are very capable of using ICT, designing
sharing their ideas to improve public space.
spaces that address their needs, presenting
these ideas to decision makers, and having those Girls in Delhi said after using Minecraft for three
designs implemented in a public space. days in the workshop they found it easy and
also found that they can easily explain their
When asked if they could see Block by Block
issues and solutions to stakeholders.
as a way to facilitate intergenerational dialogue,
one key informant responded:
The girls in Hanoi felt that their
recommendations were taken more seriously
Absolutely, that’s the way most workshops
when presenting their ideal public space as
are used. Block by Block as a starting point
the 3D model at the Minecraft workshop than
was a great way to engage young people,
when they presented their recommendations
but after a few workshops we realised that
through the drawings of a map. They felt that
older people wanted to play. Younger people
using Minecraft was a creative, visible and
are more confident to start building, the kids
convincing way to tell local government about
usually start off, and the adults are bit more
their concerns and wishes. It helped increase
hesitant, so it forces the older people to
their confidence and the feeling they were
communicate with the kids.
being taken seriously.

After the Minecraft workshop, I felt more confident using computers

10
Boys in Delhi
Girls in Delhi
8
Girls in Hanoi

0
Strongly Agree Neutral Disagree Strongly
agree disagree

During the Minecraft workshop, I felt comfortable using the computer to
navigate and build in the Minecraft model.
10
8
0
Strongly Agree
agree
“
Three months after the sharing
workshop, three underpasses in our
community were redecorated with
pictures drawn by ourselves, the wall is
no longer dirty, and the light is on after
6 pm every day. We feel so proud
because we are part of such change.
FEMALE FOCUS GROUP PARTICIPANT, HANOI
A Plan International staff member in Vietnam
thought:
Recommendations were very focussed and
young people had a voice through Block by
Block. They were listened to by the government
officials - before the workshop they didn’t have
that opportunity. The officials took action in line
with their recommendations. This is a good
way to get engagement from urban designers
and government leaders. It is a very easy way
for government officials to understand the girls’
and boys’ perspectives and take very practical
recommendations.
However, as one observer in the Delhi workshop
discussed, the process of presenting ideas
in a formal panel setting did not appear to
be conducive to either the girls or boys in the
workshop confidently presenting their ideas and
having them taken seriously. They shared an
example of a Block by Block workshop they had
facilitated where the mayor sat in a circle with
Exploring the research areas of enquiry | 35
Boys in Delhi
Girls in Delhi
Girls in Hanoi
Neutral Disagree Strongly
disagree
the participants, with the urban planner/ architect
behind the mayor, and representatives from
different cultural groups coming together to hear
the ideas as well.
It was an intimate setting, nothing
intimidating. There was no tension, no
formality. It’s a game at the end, and you’re
presenting what you have built in a game.
You don’t have to be in a very formal setting,
but it depends on the context, and whether
there are officials present.
To build skills and confidence in using ICT
in girls, it is better for them to work in all-girl
groups
There were both advantages and challenges
when working with mixed groups of boys and
girls. Both boys and girls who worked in a
mixed group in Delhi reported that the boys
were more aware of the issues girls faced in
public spaces and how they could be solved.
The challenge, however, is that in almost all
mixed groups, girls took a “back seat” to
boys in actually sitting at the computer and
using the model. While there was a sense
from key informants and girls themselves that
they participated equally because they were
providing direction to the boys, it was clear
that a mixed group limited girls’ participation in
using the computer and building in the model.
Similarly, it was seen that in all-girl groups,
one or two girls felt more confident than others
to use the computer at first, however over
36 | Analysing the gender transformative potential of the Block by Block methodology

After the Minecraft workshop, I felt more confident to develop and share my ideas on
how to improve public spaces with othersMinecraft model.
12
Boys in Delhi
10 Girls in Delhi
Girls in Hanoi
8

0
Strongly Agree Neutral Disagree Strongly
agree disagree

the course of the workshop the girls in all-girl commands. Those that disagreed or strongly
groups had more time on the computer than the disagreed, however, also said that they only
girls in the mixed group. had these problems initially, or on the first day.
In addition, one workshop observer noted:
As one observer at the Delhi workshop noted:
At first, many girls were very reluctant to start
I felt that the gender relations between
playing, once they saw that it is not difficult,
boys and girls were still quite set, boys
they really flew, were on fire. One girl brought
were still taking the lead in presentations,
her computer the next day [to download the
and the final evaluation [of the workshop].
model on] - some of the girls really took up
We need to open more spaces for girls to
the challenge of building in Minecraft.
really contribute. Some of the girls did have
confidence, but it felt like an exception, not
For those that disagreed or strongly disagreed
quite equal participation.
that they felt more confident using computers
after the workshop, both in Delhi and Hanoi,
This may be somewhat supported by the
the reasons cited were that a short workshop
responses from girls in Delhi who were the only
was not really long enough to build their
ones who disagreed or strongly disagreed that
confidence in computers, that they had already
they felt comfortable to build in the Minecraft
felt confident, or that they wouldn’t use the
model. They also disagreed in higher rates
computer in this way again.
than girls in Hanoi when asked if they felt more
confident using computers after the workshop.
For girls that disagreed or strongly disagreed
that they felt comfortable using the computer,
they cited that they had problems in choosing
options and had difficulty understanding
 Recommendations | 37

Recommendations
The objective for these recommendations is to provide Plan with very specific ways to engage with
the Block by Block methodology in the Safer Cities for Girls programme.

Recommendation 1: UN-Habitat and Plan International co-develop a Block by Block

handbook for organisations hosting workshops

A key question for UN-Habitat and Plan inhibit girls’ use of ICT, including for the most
International to address together is How does marginalized girls
space and built environment contribute to
●● Urban design and elements of inclusive
changing behaviours/ social norms and breaking
design
down barriers for girls to access and enjoy
public space? The handbook should also outline the practical
considerations required to host a Block by
In addressing this question together, UN-
Block workshop, including, but not limited to,
Habitat and Plan International will necessarily
guidance on:
reflect on the detail of the Block by Block
methodology that enables adolescent girls to ●● Facilitator selection (e.g. more female
lead on designing public spaces where they facilitators)
feel safe and which can be enjoyed by all.
●● The space to be designed – ideally two to
As mentioned above, the Block by Block three blocks and the streets/walkways that
methodology is a co-facilitated process link them
between UN-Habitat and host organisations,
●● Taking photos or videos of the public space
and there are some good examples of gender
to send to the Minecraft model builders
transformative outcomes in some workshops.
However, by co-developing this handbook, ●● The location of the workshop relative to the
building on existing materials, gender will public space being re-designed, and the
become more explicit at all stages of the setup of the room
methodology. This should not be a separate
●● The technical specifications required to host
handbook only for the Safer Cities for Girls
the workshop
programme but one that can be used by UN-
Habitat for all Block by Block workshops. ●● The requirements for facilitation and all roles
and responsibilities clearly outlined
The handbook should outline the key concepts of
●● Who (which local authorities e.g.) to invite to
●● Gender equality
the end of workshop presentations
●● Gender transformative change
●● Translation, including translating commands
●● Barriers and enablers to girls’ access to into local language
public spaces and issues of girls’ safety in
●● Selection criteria for participants, including
cities, including the most marginalized girls
child safeguarding
●● Introduction to the gender digital divide
●● Selection criteria for accompanying adults
and the way public space can enable or
38 | Analysing the gender transformative potential of the Block by Block methodology

Recommendation 2: UN-Habitat and Plan International co-develop a Training of Trainers

curriculum and deliver training to existing and newly recruited Block by Block facilitators

It was noted a number of times that the Block
by Block methodology could be strengthened
towards a more gender transformative
approach through facilitation – including
discussion, equal access and opportunity to
use the model, and ensuring equal opportunity
to share ideas (see Recommendation 5 for
more detail).
A Training of Trainers curriculum should build
on the work done to develop the Block by Block
Handbook (Recommendation 1) and be centred
on the same key question: How does space
and built environment contribute to changing
behaviours/ social norms and breaking down
barriers for girls to access and enjoy public
space?
The training should bring together the expertise
of both Plan International and UN-Habitat in
sessions including, but not limited to:
Understanding the key concepts
●● Plan International leads on gender training
including introduction to gender equality;
barriers and enablers to girls’ access to
public spaces and issues of girls’ safety
in cities including the most excluded girls;
introduction to the gender digital divide
and the way public space can enable or
inhibit girls’ use of ICT, including for the
most excluded girls, criteria for what makes
a public space gender responsive, safe,
accessible, and attractive for different people
●● UN-Habitat leads on introduction to the Global
Urban Programme, urban design and how to
create a space that is welcoming to all
●● Plan International should lead on an
introduction to Global Safer Cities for Girls
programme
Participatory practice and facilitation skills
●● Both UN-Habitat and Plan International bring
expertise to this space
●● Plan International brings particular expertise
in facilitating with young people, and
facilitating to ensure equal participation
between boys and girls
Minecraft skills
●● UN-Habitat leads on how to use Minecraft to
build in the model, including an introduction
to commands and how to think creatively
inside the game environment
Supporting organisations hosting the
workshop – implementing the handbook
●● UN-Habitat leads on the logistics of the
handbook
●● Plan International leads on the selection
criteria for participants and accompanying
adults, and safeguarding elements
For Block by Block to be taken up by all Safer
Cities for Girls programmes globally, a cohort
of facilitators will need to be trained to deliver
the methodology. UN-Habitat has experience
in training local community members as
facilitators, and often does this as a hands-on
learning experience and during workshops. A
Terms of Reference for facilitators should be co-
developed by Plan International and UN-Habitat
to recruit at least one facilitator per region, and
ideally to have a cascading training for regional
facilitators to train national level facilitators as
the Block by Block methodology is rolled out
across the Safer Cities for Girls programme.
A key consideration in this process is how to
build the model in Minecraft from the maps,
photos and videos provided. As discussed
above, this requires extensive experience and
familiarity with Minecraft, and is unlikely to be a
part of the process participants can engage in.
There are a number of Minecraft communities
(such as MCMX) around the world, and the
possibility of engaging them to build maps
has been discussed. This requires further
investigation.

Recommendation 3: The Girls’ Safety Walk (GSW) is used to assess which public space
will be redesigned in the Block by Block workshop, and girls engage the community in
refining the model built in Minecraft
The GSW is the ideal way to bring the seven
principles of girls’ safety explicitly into the
solutions being designed in the Minecraft
model. After the GSW, girls should define
a public space in line with UN-Habitat
recommendations of two to three blocks and
the streets/ walkways that connect them, to
be built in the Minecraft model. This can be
done through the existing social cartography
exercise, and the Minecraft model built in line
with this.
Once the model has been developed by the
MCMX builders, with the support of community
facilitators, girls should take a laptop or other
portable device to the public space and assess
the model against the space in reality. This
should be done in groups with the community
facilitators to ensure girls are safe while using
a device in a public space. This allows girls’
ownership of the model and the space from
Recommendation 4: The Block by Block methodology explicitly addresses gender
transformative programming in the workshop
Individual and collective empowerment of
adolescent girls
As noted above, girls should preferably
work in all-girl groups in the workshop. The
engagement of boys participating in Safer
Cities for Girls is also encouraged - if they
explicitly work to address outcomes of the GSW
in their model, their awareness of issues of girls’
safety is increased. Diversity of girls in groups is
essential, however, to explore the ways different
girls interact with public space and ensure
the final design is inclusive to all. Facilitation
should be explicit and deliberate in ensuring all
girls have equal time at the computer to build
in the model and to increase their skills and
confidence in using the computer. Discussions
should be facilitated between the girls to reflect
whether their recommendations are addressing
the seven principles from the safety walk,
whether their own interests and safety issues
Recommendations | 39
the outset, and also provides an opportunity
to engage community members in the project,
which has multiple benefits. Seeing girls
engaged with and leading on using devices
helps to break down social norms that digital
devices and games are not for girls, and it also
engages community members in the outcomes
of renovating the space once the design has
been completed.
Girls would not require full training in using
Minecraft commands to assess the model
against the space in reality, but would require
some guidance and practice in navigating
in the model. A set of commands in local
language can be shared with them at this point,
to increase their confidence in using the model
to design more fully once the workshop begins,
and to refer back to once the workshop is
completed.
are reflected, and whether their designs are
inclusive for all community members.
Changing social norms and attitudes
The workshop should include a range of
community members, not only adolescent
girls and boys; if not for the building process,
then certainly community members should be
present when ideas are shared and discussed.
The process of participants coming together
to present their features to each other and key
stakeholders should be an informal discussion
rather than a formal presentation process. This
should be an opportunity for girls to express the
barriers they identified through the GSW and
the solutions they developed in the Minecraft
model as a way to opening discussion on the
attitudes, behaviours and social norms that
make public spaces feel unsafe to them. It also
gives community members the opportunity to
40 | Analysing the gender transformative potential of the Block by Block methodology

see that, given the space and time, girls are just of girls’ safety. Bringing this explicitly to urban
as capable as boys in using ICT, and shows the planners and officials is key.
positive uses of ICT for social change.
It is important that the engagement of urban
planners and local governance representatives
Formal spaces
is part of an ongoing relationship, rather than
Urban planning and local level governance a one-off invitation to attend the end of the
structures that manage these processes are workshop. Ideally, they would participate
generally male-dominated spaces. The presence in the model building, be engaged in the
of urban planners, government officials and presentation of the models, and commit to
others working in this space is therefore a ongoing conversation with Plan and the project
crucial time for girls to exercise their agency participants to ensure the recommendations
and voice. Girls must be given time to present are taken forward. Establishing clear points of
their ideas, and where boys (and potentially contact with Plan staff and ensuring girls remain
other community members) are presenting their part of these conversations should be a key
ideas for the public space, it must be in line with part of these ongoing relationships.
the results of the GSW and the seven principles

Recommendation 5: Community is mobilised to create a safer public space for girls,

and dialogue to address social norms continues

Community members should be mobilised to Community engagement in renovating the

be part of the renovation of the public space
and bringing the design to life. This can include
mobilisation of their time, fundraising and/ or
bringing specific skill sets.
This increases ownership of the space by
all, and in particular the measures taken to
address girls’ safety. It also opens space for
further dialogue between girls and community
members around the social norms surrounding
girls’ access and use of public space.
space is particularly important to ensure that
the anti-social behaviours of some groups that
are keeping girls and women away from public
space is addressed by the whole community.
For example, the Delhi participants did not use
the public space because men gather there
to drink and gamble. Renovating the space
alone would not stop men congregating there, it
would take a whole community effort to change
this behaviour.
 Conclusion | 41

Conclusion
The use of Block by Block as a methodology Overall, the recommendations presented
for gender transformative practice in the Safer do not require significant investments to
Cities for Girls programme is complex and achieve, and have been deliberately tailored
multi-layered. It has the possibility to address to fit within existing and potential activities
multiple issues simultaneously: to be undertaken by UN-Habitat and Plan
International. By explicitly coming together to
●● Girls’ engagement in digital development
share respective expertise and experience, the
●● Adolescent girls’ right to and safety in public partnership can be leveraged to strengthen
spaces the Block by Block methodology, as well as the
Safer Cities for Girls programme and the Global
●● Adolescent girls’ participation in planning
Public Space Programme more broadly.
and urban design
By increasing adolescent girls’ participation
●● By explicit facilitation and including
and leadership in all aspects of the Block by
communities and stakeholders in the
Block methodology, it has the potential to create
methodology, it also has the capacity to be
real change in the lives of adolescent girls. The
gender transformative. That is, it can:
Minecraft model is easy to engage with – both
●● Empower girls individually with the skills, by those building in it, and for those looking to
confidence and agency to build in the model take up design recommendations.
and present their ideas
While not an explicit recommendation, as
●● Engage community members in refining this was not discussed in the scope of the
the model, participating in the workshops research, if Block by Block is taken up by the
and coming together to renovate the public Safer Cities for Girls programme in all cities,
space to make it more accessible, safe and it may lead to regional and global “meet ups”
inclusive for adolescent girls and for whole where adolescent girls come together for skills
communities exchange, learning and joint advocacy around
their increased use of public space using the
●● Engage in formal structures and dialogues
Minecraft model. The sense from all involved in
that adolescent girls are not ordinarily part
the research is that with some strengthening,
of – to present their ideas to urban planners,
this may be a tool and methodology that has as
government officials and others who are
yet unexplored potential.
responsible for renovating the public space
However, the Block by Block methodology
cannot address all outcomes of the Safer Cities
for Girls programme. For example, the Minecraft
model is not useful for addressing girls’ mobility
in the city in terms of mapping public transport
routes or remodelling buses, trains or other
modes of transport. It can however be used to
address the safety of stops and stations, and
street level mobility such as walkways or bike
paths.
42 | Analysing the gender transformative potential of the Block by Block methodology
APPENDIX
Areas of Inquiry
Area of Inquiry 1: The Block by Block
Methodology and Safer Cities for Girls
This area of inquiry examines the Block by
Block processes alongside the Safer Cities for
Girls programme processes, including how the
two best fit together and what needs to change.
Area of Inquiry 2: Social norms around
computer gaming for girls
This area of inquiry examines how present
computers and digital games are for girls in
Delhi and Hanoi, and what social norms they
face when using ICTs. It also looks to how the
Block by Block methodology could be used to
address these social norms, however, this was
explored more fully in Area of Inquiry 3.
Area of Inquiry 3: Gender transformative
programming
This area of inquiry looks specifically to
what would need to change in the Block by
Block methodology to make it more gender
transformative, including increasing individual
girl’s skills, confidence and agency and making
it a space to address girls’ rights and social
norms. It looked to the value of working with
boys and girls in mixed groups as well as the
components of the methodology that promote
girls’ voices to decision makers.
In addition to the areas of inquiry, a key
question became apparent in reflection at the
Delhi workshop and in conversation with Plan
International staff:
How does space and built environment
contribute to changing behaviours/ social
norms and breaking down barriers for girls to
access and enjoy public space?
Research Methodology
Document Review
A wide-ranging document review was
undertaken, drawing on academic learning and
research in ICT4D, the gender digital divide,
and gender and gaming. The document review
also looked to strategies and evaluations of the
Global Urban Programme, Safer Cities for Girls
programme and Block by Block methodology,
including workshop reports from the Safer Cities
Block by Block workshop in Hanoi.
Workshop Observation
A workshop observation framework was
developed to respond to the three areas
of inquiry at the Block by Block workshop
held with Safer Cities for Girls in Delhi. The
workshop was attended by 17 adolescent girls
and young women and 19 adolescent boys
and young men. The observation framework
was completed by the researcher and Plan
International staff.
Key Informant Interviews
In the context of this research, key informant
refers to the person with whom an interview
about the use of the Block by Block approach
and its use in the Safer Cities for Girls
programme is conducted. Key informant
interviews are in-depth interviews of a select
(non-random) group of experts who are most
knowledgeable on the issue.
Interviews were structured around the three
areas of inquiry. An interview guide was
developed to turn these questions into a set of
interview questions that were used to collect
data, including questions asked of all key
informants and specific questions for different
groups of informants based on their experience
and expertise.
 Section | 43

Interviews were held with three staff from

Plan International, including those involved
in facilitating the Hanoi and Delhi Safer Cities
Block by Block workshop, three UN-Habitat
staff including the Programme Officer that
instigated the Block by Block partnership, as
well as facilitators and gaming experts.

Focus Group Discussions with Young

People
Focus group discussions sought the
collaboration and empowerment of young
people to better understand how applying the
Block by Block methodology can contribute to
visualising change regarding the safety of girls
in public spaces.
Focus group activities were undertaken in Delhi
with 17 adolescent girls and young women, and
13 adolescent boys and young men; and in
Hanoi with 11 adolescent girls.
The focus group activities took place in two
parts – an agreement line asking young people
to what extent they agreed with statements
about their use of ICTs and their experiences
in the Minecraft workshop; and a discussion
on their ideas for the best use of Minecraft and
ICTs in the Safer Cities for Girls programme.

Research Limitations
Focus groups with young people in Delhi
and Hanoi were not conducted directly by
the researcher. Some of the data that was
envisioned to be collected through this
methodology such as direct quotes from
Female Focus Group Participants, was not
collected. Direct quotes which appear in this
report are therefore only from girls in Hanoi.
These do not reflect the same experiences as
girls or boys in Delhi.
44 | Analysing the gender transformative potential of the Block by Block methodology
ENDNOTES
1. Rana S & Westerberg P (2015) Using Minecraft for
Community Participation Manual
2. World Health Organisation: Maternal, newborn, child and
adolescent health
3. Wan L (2015) Plan International. Internal Briefing Paper:
Youth Employment Solutions – Adolescent Development
(unpublished)
4. UNFPA (2014) State of World Population 2014 - The Power
of 1.8 Billion: Adolescents, Youth and the Transformation of
the Future.
5. David L (2014) Identity Status Theory (Marcia) in Learning
Theories
6. ibid
7. ibid
8. Livingstone S, Nandi A, Banaji S & Stoilova M (2017):
Young Adolescents and Digital Media: uses, risks and
opportunities in low and middle-income countries - a rapid
evidence review
9. Raftree L & Bachan K (2013) UNICEF: Integrating
Information and Communication Technologies into
Communication for Development Strategies to Support and
Empower Marginalized Adolescent Girls
10. ibid
11. Zheng Y, Hatakka M, Sundeep S & Andersson A (2017):
Conceptualizing development in information and
communication technology for development (ICT4D),
Information Technology for Development, DOI
12. ibid
13. Avgerou, C. (2010): Discourses on ICT and development.
Information Technologies & International Development.
14. Zheng Y, Hatakka M, Sundeep S & Andersson A (2017):
Conceptualizing development in information and
communication technology for development (ICT4D),
Information Technology for Development, DOI
15. ibid
16. ibid
17. Davaki, K. The underlying causes of the digital gender gap
and possible solutions for enhanced digital inclusion of
women and girls
18. Piertese, J N (2010) Development Theory: Deconstructions/
reconstructions (2nd Ed). London: Sage
19. Jimenez, A & Zheng, Y (2017). A spatial perspective of
innovation and development: Innovation hubs in Zambia
and the UK. Information and communication technologies
for development.
20. https://digitalprinciples.org/about/
21. Adele Waugama: From Principle to Practice: Implementing
the Principles for Digital Development
22. Plan International: How Digital Principles Can Help Tackle
Gender Inequality
23. Livingstone S, Nandi A, Banaji S & Stoilova M (2017):
Young Adolescents and Digital Media: uses, risks and
opportunities in low and middle-income countries - a rapid
evidence review
24. Bertermann et al, Girl Effect Real girls, real lives, connected
25. Livingstone S, Nandi A, Banaji S & Stoilova M (2017):
Young Adolescents and Digital Media: uses, risks and
opportunities in low and middle-income countries - a rapid
evidence review
26. ibid
27. https://plan-uk.org/act-for-girls/girls-rights-in-the-uk/
reclaiming-the-internet-for-girls
28. Noting that age is not the only factor that leads to different
experiences in users, but is specifically mentioned here as
rationale for using data on women to discuss the gender
digital divide for adolescent girls.
29. Bailur S & Masiero S (2017): Women’s Income Generation
through Mobile Internet: a study of focus group data from
Ghana, Kenya, and Uganda. Gender, Technology and
Development.
30. Davaki, K. The underlying causes of the digital gender gap
and possible solutions for enhanced digital inclusion of
women and girls
31. Hafkin, N. (2013) Stocktaking and Assessment on
Measuring ICT and Development.
32. ibid
33. Digital Empowerment of Girls, Plan International
34. World Wide Web Foundation(2017) What is the Gender
Digital Divide, and Why Should it Matter for the SDGs? SDG
Knowledge Hub, IISD
35. World Wide Web Foundation (2015) Women’s Rights Online:
Translating Access into Empowerment
36. ibid
37. ibid
38. Handapangoda, W S, & Kumara, A S (2013). The world
at her fingertips?: Examining the empowerment potential
of mobile phones among poor housewives in Sri Lanka.
Gender, Technology and Development, 17, 361-385.
39. Bailur S & Masiero S (2017): Women’s Income Generation
through mobile Internet: a study of focus group data from
Ghana, Kenya, and Uganda. Gender, Technology and
Development.
40. World Wide Web Foundation (2015) Women’s Rights Online:
Translating Access into Empowerment.
41. Von Heland F & Westerberg P, Using Minecraft for Youth
Participation in Urban Design and Governance (2015)
42. Walton M & Pallitt N (2012) ‘Grand Theft South Africa’:
games, literacy and inequality in consumer childhoods,
Language and Education, 26:4, 347-361, DOI:
10.1080/09500782.2012.691516
43. Livingstone S, Nandi A, Banaji S & Stoilova M (2017):
Young Adolescents and Digital Media: uses, risks and
opportunities in low and middle-income countries - a rapid
evidence review
44. Sherman, S. (1997). Perils of the Princess: Gender and
Genre in Video Games. Western Folklore, 34(3), 243-258.

45. Dietz, T. (1998). An Examination of Violence and Gender
Role Portrayals in Video Games: Implications for Gender
Socialization and Aggressive Behavior. Sex Roles, 38, 425-
442.
 Endnotes | 45

46. Sherman, S. (1997). Perils of the Princess: Gender and

Genre in Video Games. Western Folklore, 34(3), 243-258.

47. Gender in Minecraft
48. UN Habitat Urban Initiatives, Global Public Space
Programme
49. Travers K, Ranganath M, Livesey A (2013): Plan
International: Adolescent Girls’ Views on Safety in Cities
50. Plan International Australia & OurWatch (2016):
A Right to the Night
51. ibid
52. UN Habitat Urban Initiatives, Global Public Space
Programme
53. ibid
54. UN Habitat: Global Public Space Program Annual Report
2015
55. ibid
56. ibid
57. ibid
58. https://www.unfpa.org/urbanization
59. Unicef (2012). Generation 2015 and beyond.
60. Plan International Australia & OurWatch (2016):
A Right to the Night
61. ibid
62. ibid
63. Plan (2013), Adolescent Girls’ Views on Safety in Cities.
64. Kalms N: Designing Safer Spaces for Women and Girls,
Australian Design Review
65. http://urbact.eu/urbact-glance
66. Habitat 3, The New Urban Agenda.
67. http://nua.unhabitat.org/AFINUA19thApr.pdf
68. Action Plan to Close the Digital Gender Gap
69. Plan International, 100 million reasons: Plan International’s
Global Strategy 2017-2022
70. Adapted from: Ville de Montréal (1993) Guide d’enquête sur
la sécurité des femmes en ville. Montreal: Femme et ville,
Ville de Montréal.
71. ibid
72. Girls Safety Walk Guidance Note, Safer Cites for Girls, Plan
International
73. UN Habitat at a Glance
74. UN Habitat Urban Initiatives, Global Public Space
Programme
75. ibid
76. Westerberg P and Rana S (2015), Using Minecraft for
Community
77. Von Heland F &Westerberg P (2015) Using Minecraft for
Youth Participation in Urban Design and Governance
78. ibid
79. https://genderatwork.org/analytical-framework/
80. A note on the following discussion: “Key informant/s” refers
to staff at Plan International and UN Habitat. Only girls
participated in the Block by Block workshop in Hanoi, so all
data labelled “Hanoi” refers to girls only.
46 | Analysing the gender transformative potential of the Block by Block methodology

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Section | 47
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