教育は就労機会など人生のさまざまなドアを開いてくれる役割をします。世界中のすべての子どもが教育を受けられるように、校舎の建造・教育物資の支援・教員育成の支援などが進められています。世界の地域によっては、女性が幼い頃から家事労働に従事させられ教育機会を得られないなどジェンダーによる差別が存在します。以下の記事を読んで、教育とジェンダーと気候変動との関係性について考えてみましょう。

次の語句に最も適切な定義や同義語を選んで記号で答えましょう。

responsibility     (a)洗面用具（せっけん、歯磨き粉など）

tuition　　　　　　　　　　　　 (b) 事業

organization　 (c)家事

toiletries 　　　　　　　 (d)責任

force O(人) to do 　         (e) （問題などに）取り組む

initiative　　　　　　 (f)先陣を切って唱え出すこと、先導

awareness 　　　　　　　　 (g)割り当てる、分配する

essential　　　　　　　　　 (h)不可欠な、極めて重要な

association　　　　　　　　 (i)革新的ものごとの導入

address　　　　　　　　　　 (j)人に強いて〜させる

innovation　　　　　　　　 (k) 協会、連合　

enterprise　　　　　　　　　 (l)学費

worsen 　　　　　　　　　 (m)取り消す、無効にする

undo　　　　　　　　　　　　 (n) 悪化させる

allocate　　　　　　　　　　　 (o) 気づき、自覚的意識

withdraw　　　　　　　　　　 (p) 見すごす

household chores　　　　　 (q) 組織

identify A as B 　　　　　 (r) AがBだとわかる／AがBと同一物（人物）だとわかる

overlook　　　　　　　　　　 (s)引き下がる

その他の注意すべき語句

stationery 　　　　　　 文房具 

marginalize　　　　　 周縁に追いやる、〜を主流から排斥する

sub-Saharan 　　　　　　　　 サハラ砂漠以南の

disproportionately　　　　　 不均衡に、不均衡な状態で

beneficiary　　　　　　　　　 受益者

entrepreneurship　　　　　　 起業家活動

subsistence farming 　　　　 自給自足農業（をしている〜）

post-harvest losses　　　　　 収穫後の損失

adolescent 　　　　　　　　　 青春期の、若々しい

empower　　　　　　　　　　 （人に）〔〜する〕能力・権限を与える

catastrophes　　　　　　　 惨事

coincidence　　　　　　　　 同時発生

https://www.devex.com/news/how-educating-women-and-girls-can-mitigate-climate-change-100170

(1) What happened when Forget Shareka’s grandmother couldn’t pay for the tuition?

(a) CAMFED suggested that she get married and move out of her grandmother’s house.

(b) CAMFED recommended that she go to an occupational training center.

(c) CAMFED wrote to the school on her behalf, asking for a fellowship.

(d) CAMFED financially supported her, and she was able to stay in school.

(2) What does CAMFED advocate?

（a） Women can become community leaders to tackle climate change.

（b） Women can make more money when they work for a plantation than they practice sustainable agriculture in rural Africa. 

（c） Women should always take the lead in planting trees.

（d） Women receive less relief money when a natural disaster hits their community.

(3) What is Shareka studying in the graduate school at the University of Edinburgh?

(a) Climate science.

(b) Agriculture.

(c) Entrepreneurship and innovation.

(d) Food processing including drying fruits.

(4) What is the two-sided relationship between women’s education and climate change, according to the text?

(a) Global warming helped women to have an abundant crop, but the abundance also brought the prices down.

(b) Disasters have prevented many girls from attending schools regularly, when women’s and girls’ education is the key to strengthening the power of communities to recover from climate crises. 

(c) When women’s agricultural projects hire more women and try to avoid using chemical fertilizers and pesticides, the floods left their effort fruitless.

(d) After a climate disaster hits their community, girls are at the center of the rebuilding effort. Now, girls have realized that gender norms must change within the households.

(5) Which statement is untrue, according to the text?

(a) Countries with more women in government are also more likely to adopt climate protection policies.

(b) Countries with a lower rate of girls’ education also have higher rates of deaths and illness of women and girls in weather-related disasters.

(c) Educating girls empowers them to have a seat at the table when climate change issues are being discussed.

(d) 200 million young girls had to withdraw from schools because of weather-related disasters.

VideoやReadingで紹介されている事例に対して、どのように思うか自分なりに考えて意見を発表してみよう。

(1) 日本語で意見を言ってみよう。

(2) 英語で意見を聞いてみよう。

・同意したい時

I agree. As you said, ------------.

I think so too. Adding to what you said, -------------.

・ある部分については同意しつつも、反対意見もある時

I agree that -------------------------, but I don’t think that --------------------------.

・理解を示しつつも、賛成できない時

That’s a good point, but -----------------------.

I understand what you’re saying, but ------------------.

(3) 英語で意見を言ってみよう。

例えば、

I firmly believe that women should be given equal opportunity to have education. 

I am sure that women’s leadership in their communities contributes to food security and disaster-preparedness. 

I can’t agree more that it is as important to address girls’ particular needs in the school environment as to build facilities that benefit everyone.