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Table of Contents Page

Session 1: Life and Legacy of Wangari Maathai 2 Lesson 1 The Life and Legacy of Wangari Maathai 2 Lesson 2 Intergenerational Learning 5 Lesson 3 The Earth Charter 7 Lesson 4 Risks and Opportunities of Leadership 10 Lesson 5 The Hummingbird Story 11 Session 2: Making Leadership Personal 13

Lesson 6 Personal Examples of Leaders 13 Lesson 7 Women in Leadership 15 Lesson 8 Case Studies of Important Women Leaders 17 Lesson 9 Examining Failure and Female Leadership Void 18 Lesson 10 Your Leadership Craft 19 Session 3: Storytelling for Leadership 20 Lesson 11 Why Stories Matter 21 Lesson 12 Identifying Core Values 22 Lesson 13 Life Map 25 Lesson 14 Storytelling Structure 27 Lesson 15 Crafting an Inspirational Story 28 Lesson 16 Peer Feedback on Stories 32 Lesson 17 Practical Application of Storytelling 33 Session 4: Finding Your Agency (Adapted from the Green Belt Movement) 34 Lesson 18 Identifying Community Problems 34 Lesson 19 The Wrong Bus Syndrome 35 Lesson 20 Leaders as Problem Solvers 36 Lesson 21 Self-Reflection in Leadership 37 Session 5: Drawing Out Leadership in Others 38 Lesson 22 Adapting Your Style and Examples 38 Lesson 23 Responsibility for Success of Others 39 Lesson 24 Importance of Self-Care 40 Case Studies of Women in Leadership 42

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Session 1: Life and Legacy of Wangari Maathai

Lesson 1: The Life and Legacy of Wangari Maathai

“It’s the little things citizens do. That’s what will make the difference. My little thing is planting trees.” – Wangari Maathai.

The Lesson on the Life and Legacy of Wangari Maathai should start with a presentation about her life and work. The trainer/facilitator can either choose to use alike the one below written biography below or to screen the video Taking Root: The Vision of Wangari Maathai. The full version of the video is 90 minutes long and should be screened outside the training day – perhaps the night before – then the shorter version which is 8 minutes long should be screened during the training to give all the participants a common starting point.

Wangari Muta Maathai was born on 1 April 1940 in Ihithe Village, Nyeri County. Around 1943, her family relocated to a white-owned farm in the Rift Valley, near Nakuru town, where her father had found work as a farm labourer. Late in 1947, she returned to Ihithe with her mother, as two of her brothers were attending primary school, and there was no schooling available on the farm where her father worked. Shortly afterwards, at the age of eight, she joined her brothers at Ihithe Primary School.

At age eleven, Maathai moved to St. Cecilia's Intermediate Primary School, a boarding school at the Mathari Catholic Mission in Nyeri. She studied at St. Cecilia's for four years and when she completed her studies in 1956, she was rated first in her class, and granted admission to the only Catholic high school for girls in Kenya, Loreto High School in Limuru.

In 1960, she was one of 300 Kenyans selected to study in the United States as part of the Kennedy Airlift. She was educated at Mount St. Scholastica and the University of Pittsburgh in the United States, as well as the University of Nairobi in Kenya. After her return to Kenya she married and raised a family. She was a mother to two sons and a daughter.

Professor Maathai was active in the National Council of Women of Kenya (1976–1987) and was its chairman (1981–1987). In 1976, while she was serving in the

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National Council of Women, Professor Maathai introduced the idea of community-based tree planting. She continued to develop this idea into a broad-based grassroots organization, the Green Belt Movement (GBM), whose main focus is poverty reduction and environmental conservation through tree planting. Her move to work on environmental and women’s issues displayed intellectual flexibility that allowed her to not be bound by her academic training. She was an accomplished woman (see list below) and received many honors (15 honorary degrees) and awards (over 50). In 2004 Professor Maathai became the first African woman to receive the Nobel Peace Prize for "her contribution to sustainable development, democracy and peace".

Professor Maathai died on 25 September 2011 at the age of 71 after a battle with ovarian cancer. She is survived by her children, grandchildren, siblings, a host of nieces and nephew a large extended family, and friends around the world.

For decades she fought for the environment, for women’s rights, for peace, and for democracy. She did this work through different vehicles, through the Green Belt Movement, many international organizations and networks, as a Member of the Kenyan Parliament representing Tetu Constituency and as an Assistant Minister in the Kenyan government, as well as through various United Nations bodies. She was and continues to be an inspiration and a role model for many around the globe, and especially for women. Her decades of work and connections to many initiatives stand and shall continue to stand as a testament to her life’s work and a legacy for generations.

OTHER ACCOMPLISHMENTS:

Founder and Coordinator, the Green Belt Movement (1977–2002) Chair of the Board, the Green Belt Movement (2002-2011) UN Messenger of Peace (2009–2011) Co-Chair, Congo Basin Forest Fund (2007–2011) Goodwill Ambassador, Congo Basin Forest Initiative (2005–2011) Presiding Officer, Economic Social and Cultural Council of the African Union (ECOSOCC) (2005–2007) Founding Chair, the Green Belt Movement International (2005) Assistant Minister, Environment, Republic of Kenya (2003–2005) Member of Parliament, Tetu Constituency, Republic of Kenya (2002–2007) Founding member, GROOTS International (1985) Director, Kenya Red Cross (1973–1980)

ACADEMIC :

Dorothy McCluskey Visiting Fellow for Conservation, Yale University, USA (2002) Montgomery Fellow, Dartmouth College, USA (2001) Endowed Chair in Gender & Women’s Studies named “Fuller-Maathai,” Connecticut College (2000) Associate Professor, Department of Veterinary Anatomy, University of Nairobi (1977) Chair, Department of Veterinary Anatomy, University of Nairobi (1976)

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Exercise:

Divide the participants into groups of 3-8 people, depending on size of the overall

group.

Have each group of participants discuss what they have learned about Wangari

Maathai. Use the following questions to spark discussion:

- Are there aspects of her life that are similar to your own?

- Are there aspects of her life that are different from your own?

- How does Wangari Maathai’s life inspire you?

- Do you know others inspired by her leadership?

- What aspects of her life story are applicable in your own life and work?

- What is your own “little thing” that you can do for the world?

- What do you want your legacy to be?

- Prof. Maathai died at age 71, did her legacy die with her? How does her

life/legacy continue? Who continues her legacy? Is there anything that you

do that you think continues the legacy of Wangari Maathai?

- What are you doing to ensure that your legacy endures?

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Lesson 2: Intergenerational Learning

“We owe it to ourselves and to the next generation to conserve the environment so that we can bequeath our children a sustainable world that benefits all.” – Wangari Maathai.

Intergenerational Learning: If we are going to solve the world’s biggest problems, we must involve people of all ages. This means that we have to break down some of

the barriers that come with interacting and working across generations.

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What is a generation? - “the term of years, roughly 30 among human beings, accepted as the average period between the birth of parents and the birth of their offspring. - a group of individuals, most of whom are the same approximate age, having similar ideas, problems, attitudes, etc.” - http://dictionary.reference.com/browse/generation

“…people within a delineated population who experience the same significant events within a given period of time" - http://en.wikipedia.org/wiki/Generation

“Intergenerational Learning” is an opportunity for people from different generations, across generations to learn from each other. An underlying assumption of ‘intergenerational learning’ is that the learning is positive – from the

success of a generation - and/or if it is from the mistakes or failures of a generation, it so that the learners do not repeat these mistakes/failures. What are some of the barriers/challenges of intergenerational learning?

- Language

- Perception that the older/younger generation has nothing of value to teach

- Perception that the younger generation is too difficult/different/unwilling to

learn

- Lack of opportunities/time

- Lack of initiatives to allow intergenerational learning to take place

- Fear, shame, lack of courage, lack of interest, etc.

Exercise: Identifying our Intergenerational Teachers

STEP 1: Write down three people (one older, one younger, on deceased) from whom you

have learned something significant, and be specific about what lesson you learned.

STEP 2: Write down three people who might name you as an intergenerational teacher

STEP 3: In small groups, discuss:

- Who you think was your very first intergenerational teacher, student

- How we intentionally and unintentionally teach and/or learn across generations

- Lessons you would you like to teach people of other generations

- What you like to learn from people of other generations

In STEP 1 we each named three of our intergenerational teachers, think back, was the learning

intentional/planned or accidental/situational?

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Lesson 3: The Earth Charter

“We are called to assist the Earth to heal her wounds and in the process heal our own –

indeed, to embrace the whole creation in all its diversity, beauty and wonder. This will

happen if we see the need to revive our sense of belonging to a larger family of life,

with which we have shared our evolutionary process.” – Wangari Maathai

Wangari Maathai was one of the instrumental minds and creators behind The Earth

Charter. Through this text, we can learn about how her philosophy as a leader,

creator, and change maker translated into her work. We can see her influence in the

content of The Earth Charter, the evolution of her thinking also emerges, the critical

linkages she makes between peace, environment, democracy, and gender rights are

also evident.

The core values of The Earth Charter are gender transformative, respectful of the

environment, and reflect sustainable environmental leadership. The Earth Charter

is a tool that we can and should use to govern our own actions as leaders, and

especially as women leaders in the movement of clean energy entrepreneurs.

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The Earth Charter Preamble

“ We stand at a critical moment in Earth's history, a time when humanity must choose its future. As the world becomes increasingly interdependent and fragile, the future at once holds great peril and great promise. To move forward we must recognize that in the midst of a magnificent diversity of cultures and life forms we are one human family and one Earth community with a common destiny. We must join together to bring forth a sustainable global society founded on respect for nature, universal human rights, economic justice, and a culture of peace. Towards this end, it is imperative that we, the peoples of Earth, declare our responsibility to one another, to the greater community of life, and to future generations. ”

Together, go over the four pillars and sixteen principles of the Earth Charter as a basis for the discussion:

I. Respect and Care for the Community of Life

1. Respect Earth and life in all its diversity. 2. Care for the community of life with understanding, compassion and love. 3. Build democratic societies that are just, participatory, sustainable and

peaceful. 4. Secure Earth's bounty and beauty for present and future generations.

II. Ecological Integrity

5. Protect and restore the integrity of Earth's ecological systems, with special concern for biological diversity and the natural processes that sustain life.

6. Prevent harm as the best method of environmental protection and, when knowledge is limited, apply a precautionary approach.

7. Adopt patterns of production, consumption and reproduction that safeguard Earth's regenerative capacities, human rights and community well-being.

8. Advance the study of ecological sustainability and promote the open exchange and wide application of the knowledge acquired.

III. Social and Economic Justice

9. Eradicate poverty as an ethical, social and environmental imperative. 10. Ensure that economic activities and institutions at all levels promote human

development in an equitable and sustainable manner. 11. Affirm gender equality and equity as prerequisites to sustainable

development and ensure universal access to education, health care and economic opportunity.

12. Uphold the right of all, without discrimination, to a natural and social environment supportive of human dignity, bodily health and spiritual well-being, with special attention to the rights of indigenous peoples and minorities.

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IV. Democracy, Nonviolence, and Peace

13. Strengthen democratic institutions at all levels, and provide transparency and accountability in governance, inclusive participation in decision-making, and access to justice.

14. Integrate into formal education and lifelong learning the knowledge, values and skills needed for a sustainable way of life.

15. Treat all living beings with respect and consideration. 16. Promote a culture of tolerance, nonviolence and peace.

The full text of The Earth Charter is available online and in multiple languages at (www.earthcharterinaction.org/content/pages/Read-the-Charter.html). The languages include French, Kiswahili, Kirundi, and Yoruba. A full English version of the Earth Charter is available in the resources section of this manual.

Exercise:

STEP 1: Have participants read and reflect on The Earth Charter. Write down three words that

describe your thoughts on the Earth Charter. Then create a list of what you think are the most

pressing environmental problems facing the planet, your country, region, or community.

STEP 2: In plenary, share items from your list. The facilitator will write down common issues

and themes that emerge. Discuss how initiatives related to The Earth Charter can offer ideas

on how to approach or tackle the environmental problems of today.

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Lesson 4: Risks and Opportunities of Leadership

Being a leader involves taking great risks, but it also opens the door for great opportunities. It is important to acknowledge both of these aspects of leadership and make sure that you balance them in a way that is courageous, yet safe. Being a leader takes diverse skills. Leadership also requires that the leader recognize and be aware of her/his limitations/weaknesses and also strengths. This recognition is central to the ability to know when opportunities and risks are present; when and how to ask for help; when to consult; when to listen; when to lead by example or by allowing others to lead. Leadership sometimes entails taking risks and opportunities for/with others. In the columns below, brainstorm names of leaders in diverse sectors of life who have faced risk and leaders who have had great opportunities. What makes leadership risky? What lessons can we learn from the experiences of the leaders the group has named?

Person Risks of Leadership Opportunities of Leadership

Exercise:

Name a time or situation where you took a risk/s? Name a time or situation where you took an opportunity or opportunities?

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Lesson 5: The Hummingbird Story

One day the forest caught fire. It was a big raging fire and the animals were overwhelmed and feeling powerless - unable to do anything, but watch in horror. Except for one little hummingbird. She kept flying to the river where she would take a drop of water, in her tiny beak, and as fast as she could fly back and drop the water on the fire. Back and forth, back and forth, as quickly as her little wings could carry her, she flew to the river took a drop of water in her tiny beak and to the edge of the raging fire where she dropped it on the fire. All the other animals and birds watched the raging fire paralyzed by fear and helpless while

the hummingbird flew back and forth, back and forth taking a drop of water in her beak and dropping it on the fire. The elephant with its huge trunk did nothing. The hippo with it huge mouth just stood by. The Ostrich with a much bigger beak just watched as the hummingbird flew back and forth. All the animals watched and did nothing to help the hummingbird. They called out to the hummingbird, 'what do you think you are doing? You can’t make a difference, you are too little. The fire is too big, it is too hot. Your beak is too small. Your little drop of water won’t make a difference. But the hummingbird did not stop, she did not give up. As she continued with her quest she answered them “I am doing the best that I can.”

Prof. Wangari Maathai popularized The Humming Bird story from the Quechan people after she heard it in Japan. It has become a powerful metaphor about individual action, the need for collective action, and a rallying call for immediate and urgent action. For this manual it has been adapted from various recounting of the story by Prof. Maathai and others, in order to convey the relevant values and lessons. The story is an instance of powerful multicultural learning and teaching. In each session of the Empowering and Developing Transformative Leaders module, the metaphor is unpacked and extended to explore notions of empowerment and transformative leadership.

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Discussion: Unpack the Hummingbird story What lessons does the story teach about leadership?

Can be lonely Size does not matter A leader recognizes the time to ‘exercise leadership’ – lead by example, Involves taking a risking, putting oneself out there – leading by example Inspires – it might not be immediate Takes courage

What does the story of the life of Wangari Maathai teach us? What are the similarities and differences between the hummingbird story and the story of the life of Wangari Maathai?

Can you think/write down some possible alternative endings to the Hummingbird story?

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Session 2: Making Leadership Personal

Introduction When we think about inspirational leaders, we often think about famous people such as Wangari Maathai, or Nelson Mandela, or Barack Obama. Yet these people can seem very far away from our reality. Yet each of us has the potential to be an inspirational leader and spark community change. However, in order to reach those goals, we have to think about what leadership means and looks like to each of us. Through this module we will figure out how to make leadership personal. We will examine case studies of famous inspirational leaders, and we will also identify those within our own networks and communities who we admire and who embody the qualities of leadership that we most want to emulate. There are many different types and styles of leadership, and depending on your personality, skills set, and experience you will have a unique leadership style. This course will help you understand what it means to be a leader in a larger context, but it will also help you to pinpoint your own areas of strength and growing edges and map forward a path toward developing and growing your personal leadership skills.

Lesson 6: Personal Examples of Leaders

We all have people that we admire, whether they are a neighbor, the president, or our own mother. They have certain qualities that make us gravitate towards and respect them. One of the great leadership qualities of Nelson Mandela was that he was always clear that his was “the voice of a collective”. He consulted and though he had his opinions and positions, they were not only his, but that he represented the position of the ANC (African National Congress) the people of South Africa, or others that mandated him to speak on their behalf. We have things to learn from those we admire – leaders and ordinary people - about how we conduct ourselves and how we model leadership with others. They are our role models, but as leaders we also serve as role models for others. Identify areas in your life where you look for role models Trainer: Facilitate a discussion around the following questions:

1. What are the areas in your life where you look for role models? (for example: school, community, family life, religious communities, etc).

2. Who are your heroes? 3. Think back to the list of people who took risks / opportunities from the last

section – how are those people leaders?

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Exercise: You Know Leadership

STEP 1: On your own, write down five people that you know personally whose leadership

you admire. One of the 5 must be one of your parents or a parent figure.

STEP 2: Join with a partner. Ask your partner to tell you a bit about each of the people on

her list. As she talks about that person, write down any character traits, adjectives, or

personality traits that you hear. Make a list for each of the five people. Then at the end,

see what all five people have in common. Switch and do the same thing for the other

member of the pair. Once you have each identified the qualities that occur most in the

leaders you admire, discuss which of those are similar to the way that you are, and which

are different.

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Lesson 7: Women in Leadership

There is a reason that examples of female leaders like Wangari Maathai are so special – and it isn’t because there are few women with the potential to be leaders. Rather, it is because there is a specific set of challenges and opportunities that come with being a female leader. Traditionally, women are expected to be the primary caregivers for their families, making it difficult for them to maintain both a public and private presence. However, it is well proven that movements and organizations that have women within their leadership ranks perform better and make better decisions. Challenges of being a woman:

Assumed to be weak or emotional Expected to have a job and take care of family and home Expected to be docile or accommodating Not being listened to because you are assumed

not to know Subverting traditional gender roles

Opportunities of being a woman:

Can express emotional components Know the concerns of your family and

community Communicate empathetically and honestly Provide an example for other young women

Example: Martha Karua First person to ever walk out on Kenya’s then President Daniel arap Moi and the first Kenyan government minister to resign from office on principle – see profile attached. She was called the “iron lady” and applauded for her firm stand during the post 2007 elections negotiations, but then when she ran for President in 2013, she was derided her for being so tough. How was her role as a female present in this? Do you know of any other women who have been faced with the same double standard? (Margaret Thatcher, Hillary Clinton, Indira Gandhi, Golda Meir, Benazir Bhutto, Winnie Mandela, etc.) Discuss:

- What are the risks / opportunities you have seen women leaders face? - What are the risks / opportunities you have personally experienced? - How have you dealt with them in the past?

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Exercise: Challenges & Opportunities of Female Leadership

Break into 4 groups. Each group will have 5 minutes to discuss, and then they will role-

play one of the challenges brought up in the group discussion. As an entire class, discuss

how they reacted to the situation; what went well, and what additional tools they could use

when faced with a similar situation in the future.

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Lesson 8: Case Studies of Important Women Leaders

As we begin to develop our own leadership, and in turn develop the leadership of others, we have a lot to learn from other women leaders who have blazed a trail before us. We have talked about the life and vision of Wangari Maathai, but we also want to examine other female leaders who have influenced the ways that we and the world see women, and have made positive change. Trainer Notes: choose one of the case study options to go over together and highlight. Then point students in the direction of the Female Leadership Profiles.

Female Leadership Profiles: (See annex):

1. Bi Kidude (Tanzanian singer) 2. Mary Nyanjiru (Kenyan freedom fighter) 3. Mekatilili Wa Menza (Kenyan freedom fighter) 4. Indira Ghandi (Indian political figure) 5. Christine Dranzoa (Ugandan academic) 6. Mayawati Kumari (Indian political leader) 7. Inyuma Aloysia (Rwandan women’s rights’ activist and public figure)

Exercise:

Choose 3 of the Female Leadership Profiles and post a page with a case study name on

it up in different areas of the room. Participants should choose the leader that they

know least about. In those three groups, read through the Leader Profile and discuss:

- How was this woman a leader?

- What were you most surprised to learn about her?

- What do you consider to be her legacy?

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Lesson 9: Examining Failure and Female Leadership Void

Economic & Development Statistics:

- Only 19% of legislators globally are women o % break down for each country of participants

- Women make up 43% of the agricultural labor force, yet few are landowners - 1 in 5 girls living in developing countries who enroll in primary school never

finish Social Implications: These are just the things we can measure – there are also social barriers (discussed in previous lessons) that make it difficult for women to succeed. No wonder there are so few women leaders – when we start at a disadvantage it is difficult to catch up. Female leadership void is a global challenge that we must being to discuss and solve on a very local level. It can be said that women are our own worst enemy – why don’t women vote other women into office? Why do we allow ourselves to buy into the idea that we are less than, or that we don’t deserve these leadership roles?

The Hummingbird Story Especially because there are few examples of women in leadership, we feel even more pressure when we are in a public position to get everything right. There are times when the odds are stacked against us, and so our only option is be like the hummingbird: do the best that we can.

Exercise: What is lost when women do not step into leadership roles, and what is to be

gained when they do?

Think of a time when you shied away from taking on a leadership role or added

responsibility. Write down:

- What did you shy away from?

- Why?

- What did you miss out on by stepping back?

- What could you do differently to avoid that situation again?

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Lesson 10: Your Leadership Craft

As we have seen in the many different case studies and personal examples we have used, “leadership” can mean many very different things. It is incredibly helpful to understand yourself and your own perspective before trying to mobilize others. In order to be a good leader you need to:

1. Believe yourself that you are a leader 2. Understand your own strengths 3. Develop a leadership style 4. Build a good Team (we can’t do it alone!)

Complete a Meyers Briggs test – we each have our own strengths and will be best served by drawing on those strengths, rather than trying to force ourselves into a role in which we don’t feel comfortable. If you are an introvert, you must not try to find ways to force yourself to be extroverted, but rather use leadership tactics and methods that draw on your personality. Trainers Notes: Make this very creative – i.e. have a big sheet of paper with an outline of a woman’s body on it. Draw the things that you want to embody through your leadership. Have art materials, allow people to use pictures, paints, songs, etc.

Exercise: Map out your own strengths and weaknesses. What are the things that you are

already good at, and what are the things that you are actively trying to improve? Based on

your existing skills and future aspirations, what type of leader are you?

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Session 3: Storytelling for Leadership

Introduction Through this session, you will learn a method of personal presentation that allows you to demonstrate who you are and what you care about in a way that is confident, clear, and compelling. We make impressions on people all of the time, whether or not we realize it, and those impressions define how others think of us and what they think we are capable of achieving. This course will teach you to be intentional about how you present yourself to others, allowing you to communicate your strengths so that others see you for who you truly are. The method of personal presentation that we will use is in the form of a brief (2 – 3 minute) story. By telling a story about yourself, you will engage others so that they will connect with you and be interested in what you have to say. Here are some examples of when you might use a story like this: Professionally:

As a way to introduce yourself to partners, customers, clients, or colleagues To describe yourself in an interview During speeches or presentations, so that people are invested in you and

what you have to say Demonstrating your leadership ability to your boss or colleagues

Academically:

Writing a personal statement or essay for scholarships or school applications Motivating your classmates to help with a school initiative Showing your teachers your ability to lead projects or groups As a spokesperson for a school group or club

In Your Community:

To rally your community members around a certain issue or topic, you can first tell a story about why it is that you are passionate about that issue

Running for a village council or other leadership role To inspire others who may be facing a similar challenge to one you have

experienced When we tell our own story, we are also telling the stories of our own

communities and advocating for those for whom we stand. Understand yourself and how you want to be seen and introduced – know

yourself

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Lesson 11: Why Stories Matter

Take a moment to think about some of the stories you have heard in your life.

Examples: Family traditions Religious stories Fables Cautionary tales Inspirational stories

Most likely you have heard stories from family members, religious leaders, colleagues, and friends. We communicate with each other this way because:

stories have power

Stories are not just used to entertain us. They help us make sense of who we are, and how we fit into the world. We learn important lessons by hearing about other peoples’ experiences. Narrative is how we understand and interpret reality. Putting information in the form of a story helps us understand and remember. Stories are also powerful because they connect with us on an emotional level. When we hear about other peoples’ experiences from their own perspective, we can connect with them. We actually imagine ourselves seeing what they saw, hearing what they heard, and experiencing what they felt. Narrative allows us to connect with one another through shared values. As a leader, people will want to know who you are and why you are choosing to lead. We shouldn’t have to wait until after someone is gone to hear the inspiring stories about what we have done with our lives. Stories of personal challenges, triumphs, or choices, help us share wisdom and inspire others.

Exercise Think back on a story that you remember being told as a child. Why do you still

remember it? Did it teach you anything? What made it memorable? Take 10 minutes to

discuss the story with a partner

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Lesson 12: Identifying Core Values

We make choices in our lives based on what we value. Our values influence the decisions we make on a daily basis – from what we want our careers to be, to how we live and interact with others. Even though our values are at the core of how we lead our lives, we don’t often think about them intentionally. It is rare that we are asked to directly identify or demonstrate our values. We are asking you to identify values here, because they will be at the core of defining your narrative. You will decide which of your values you want others to understand about you through the narrative you tell. What do we mean by values?

Values are things that are important to us Values are chosen and shown based on who we are and

what we do Values help us decide between different options

when faced with a challenge

There are many different values, but here are some categories to help you think about what matters to you. Please also look at the list of values on the next page for examples, but it is also ok to write down your own.

Personality Traits What are some of the things that define you and how you act? Examples:

Fair Optimistic Hard-working _________________ _________________ _________________ _________________ _________________

How You Relate to Others

How do you relate to friends, classmates, or strangers? Examples:

Compassion Equality Kindness _________________ _________________ _______________

People or Places you Care About

What or whom do you love? Examples

Community Friends Environment _________________ _________________ _________________ _________________ ______________

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Exercise: Your Core Values

Using the list of values on the next page, and any others that you think of, choose ten core values. List your values below, and write down a moment/choice/action when you showed that value, and why it was important.

Value

Moment/Choice/Action

Why it Mattered Community Participating in

community work days You volunteer your time because you care about your community

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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1. Abundance2. Acceptance 3. Accountability 4. Adeptness 5. Adventure 6. Ambition 7. Assertive 8. Balance 9. Bold 10. Beauty 11. Bravery 12. Cleanliness 13. Community 14. Compassion 15. Confidence 16. Courage 17. Courteousness 18. Creativity 19. Dependability 20. Determination 21. Dignity 22. Diversity 23. Education 24. Empathy 25. Equality 26. Environment 27. Excellence 28. Exploration 29. Fairness 30. Faith 31. Family 32. Flexibility 33. Freedom 34. Friendship 35. Generosity 36. Health 37. Honesty 38. Honor 39. Humor 40. Imagination 41. Independence 42. Individuality 43. Integrity 44. Intelligence 45. Innovation 46. Justice 47. Kindness 48. Knowledge

49. Leadership 50. Love 51. Loyalty 52. Making a difference 53. Motivation 54. Nurturing 55. Open-mindedness 56. Optimism 57. Organization 58. Partnership 59. Patience 60. Passion 61. Peace 62. Playfulness 63. Professionalism 64. Promptness 65. Rationality 66. Realistic 67. Reliability 68. Religiousness 69. Resilience 70. Respect 71. Responsibility 72. Security 73. Selflessness 74. Self-respect 75. Sensitivity 76. Simplicity 77. Success 78. Support 79. Sympathy 80. Teamwork 81. Thoughtfulness 82. Trustworthiness 83. Truth 84. Unity 85. Virtue 86. Warmth 87. Wealth 88. Willingness 89. Winnin 90. Wisdom

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Lesson 13: Life Map

We have talked about how important stories are, how much meaning they can convey, and what a lasting impression they can make. Given how powerful they are, we want to be very intentional about which stories we choose to tell, and what they reveal about us. To start with, we are going to create a life map. Outline the important events and choices in your life. Telling the stories of personal challenges, triumphs, or choices, and what we have learned from the outcomes, allows us to share wisdom and inspire others. By reflecting on our own lives, we can begin to know ourselves, and therefore know how we want to present ourselves to others. As you create your life map, write down the significant events in your life in an order that makes sense to you. For each event, jot down notes or draw pictures to give more detail. Consider including the following: People Who was there when the event took place? Where they involved? If so, how? If not, why not? Places Where were you when the event took place? Was it someplace important to you? Why were you there? Emotions How did you feel when this was happening? Sad? Triumphant? Angry? Confused? Senses Think about what you were sensing – what could you see, hear, smell, touch, and taste?

Hint: These do not have to be the

events that are “traditionally”

important – first day of school,

marriage, first job – though they can

be. What is most important is that

these are moments that are important

to you, and that invoke strong feelings

and memories.

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Use this space to write out or draw your life map.

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Lesson 14: Storytelling Structure

Telling a story brings your audience together and communicates shared values. Of course, we can’t tell the story of our whole lives – or even of just the most important events – so we have to identify a few moments or decisions that express the values that we want to show. Every good story has a plot – and a plot is made up of three parts. Some people describe this as a beginning, a middle, and an end. More specifically, we will describe this as a challenge, a choice, and an outcome.

What is an important event, decision, or experience you have had in the past few years that has lead you to where you are today? What challenge did you face? What choice did you make, and what value does it demonstrate? What was the outcome? Examples:

This could be the moment you decided to take on a leadership role. This could be a time when you were teased and decided to stand up for

yourself, demonstrating your courage and sense of fairness. This could be a time when you did not assert your opinion and missed an

opportunity. Stories are most powerful when we help our audience to feel, hear, smell, taste, and see the event we are describing by including specific details. Start by writing down important choices you have made, and also write down descriptive words about where you were, how you felt, what you saw, heard, smelled, tasted etc. If it helps, draw it out!

Exercise: Watch the video of Wangari Maathai telling the hummingbird story. Take the

perspective of the hummingbird, and identify the challenge, choice, and outcome. They

take the perspective of any other animal and do the same. What does their choice tell

you about each of the characters?

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Lesson 15: Crafting an Inspirational Story

Before you start crafting your own story, think about the following things: Draw on Common Strengths Show, don’t tell: What makes a story interesting is that it engages us and asks us to draw our own conclusions. You should know what your story is trying to communicate, and your audience should actually experience what you want them to know rather than having it presented to them directly.

- Trainer Example: Rather than saying, “I care about my family,” show that to your audience by recounting an event or moment when you did something for your family that demonstrated your love for them.

Engage all five senses: Allow others to imagine themselves in your shoes. You can help them through this process by including details about how things look, feel, taste, sound, and smell.

- Trainer Example: Rather than saying “I woke up one morning,” include details that help your audience imagine where you are. You can say “I woke up on a sunny morning. The air was hot and heavy and the smell of the neighbors frying chapatti drifted in through the open window.”

- *hint: you only need this type of detail sometimes – it can make a story richer, but it can also make it longer. Only go into detail when you want to emphasize a certain moment, or when you are describing something that you think is particularly relatable.

Trust one story to be sufficient: We are all experts on ourselves, and we have many stories to tell. While many of them may be interesting, if we try to tell too many stories at once, the importance of each of them will be lost. Instead focus on bringing out the message of the ONE story you have chosen.

- Trainer Example: Instead of mentioning many moments in your life that demonstrate the theme of courage, tell us about one moment when you spoke out for something you believed it – and what that looked like, felt like, etc.

Be clear challenge, choice, outcome: Your audience may listen to your story and different people may have slight variations on what they see as your challenge, choice, and outcomes, but they should all be relatively similar. However unless you are very clear on what those three parts of your story are, it will be very difficult for your audience to understand.

- Trainer Example: before you tell your story, ask yourself “what is my challenge in this story? What choice did I make? What is the outcome, and what does that say about me?”

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Avoid Common Mistakes Share a story, not a Resume: It is tempting to give an overview of everything that has happened in your life. Or you may decide on one story that you want to tell, and then think it is necessary to describe all of the major events that have happened since that story until now. Remember, if you choose well, the one story that you tell should represent something important about you without having to include everything you have done from childhood to now.

- Trainer Example: If the story you are telling is from when you were in high school, tell us that one story. Then show us how that story relates to where you are today – but without walking us through everything that has happened from then until now. It is ok to skip over things!

Make sure YOU are the main character: This is a story of self. Although other people can be very influential in our lives, make sure that the person who is faced with a challenge and has to make a choice is you, and not someone to whom you are very close or that might have inspired you.

- Trainer Example: Rather than talking about the time when your friend had a very hard decision to make, talk about how seeing your friend go through something hard made you examine your own life, and you realized that you had to make an important choice about what to do next.

Don’t forget about the hope: Often times the stories that we tell are difficult stories. They are stories of struggle. However, they do not have to be without hope. Tell a story that will allow others to connect with you and empathize with you, but that can also inspire other people and show them your areas of strength.

- Trainer Example: Don’t just talk about the most difficult thing you have had to do in your life, also talk about what you were able to do to overcome that, and how it has changed your view of what is possible for yourself and others.

Trainer: Show 1 – 3 examples of others telling their Story of Self

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Exercise: Now it is time to choose a story from your life that represents you and your

values in a way that you want to be seen. Think back on the previous exercises and

identify: - What values do I want my story to portray?

- What is a challenge, choice, and outcome that represents my values?

Using the next page, draw or write out your Story of Self. Remember that it should only

be 3 minutes long (approximately 2 pages of writing) and should follow the Story of

Self structure. Refer back to examples to check that you are on the right track.

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Story of Self:

Tell us if we can use your story as an example, in written or video form.

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Lesson 16: Peer Feedback on Stories

We use our Public Narrative as a way to communicate and connect with others. Therefore it is important for use to hear and see how others react to our stories, and get feedback. It is equally important that we are able to give feedback to others about their stories in a way that is respectful and constructive. Give them your full attention and be an active listener. When you are listening to the stories of others here are a few things to keep in mind: Questions to Consider:

What was their challenge? What choice did they make? What was the outcome? What values did they demonstrate? Did they have good details that helped you to imagine yourself in their shoes?

Giving Feedback Be respectful of everyone’s story regardless of difference of opinion or perspective. Do not tell anyone what to say or how to say it (this is their story, after all) If there are parts that remain unclear, or that you want to know more about, ask “why” questions to help draw out the root of the issue (i.e. I see that you chose to become a journalist, but why did you make that choice? Be honest about what moved you, and what remains unclear. Knowing how a story has affected you can help another person improve.

Exercise: Now that you have written or drawn out your story, it is time to share it with your

peers.

STEP 1 (10 min): Get into pairs and each share your 3 minute story. Give each other 2

minutes of feedback about strengths and areas for improvement.

STEP 2 (20 min): Get into groups of 4 and share your stories again, allowing 3 minutes for

stories and 2 minutes for feedback.

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Lesson 17: Practical Application of Storytelling

As a leader, it is incredibly important that you can communicate your values, passions, and goals to others. When might you use this type of personal story in the future? Trainer: Facilitate a discussion about different real-life scenarios when this story might be used. Make sure to touch on contexts that are personal, professional, and community. You can encourage people to think about when they might use this in written as well as oral communication. Inspirational Stories: don’t forget about the hope When we are trying to inspire others, it is important that we choose our words carefully. We want to impart the importance and gravity of our situation without scaring other people away. One of the best ways to do this is to make sure we aren’t only presenting urgent challenges. When using our stories to rally others around a cause, we should think about the fact that we are giving people an opportunity to become part of a solution. Think about asking them to join you in your work by using the following framework:

1. What is the urgent challenge that we, as a community are facing? 2. What does the hopeful future look like (i.e. what could the world look like if we

succeed in overcoming this challenge?) 3. What is a strategic choice or specific action that people can take that can help move

us toward that end goal?

To be a leader is to enable others to achieve purpose in the face of uncertainty. That means that it

is necessary not only to motivate and inspire others, but also to recognize when things have gone

off course, and to take the initiative to correct problems. Identifying and addressing problems is

something that requires more than the efforts of just one individual, however someone must first

recognize and call attention to the problem.

Exercise: Think about a time when you were successfully convinced to join someone to

take action? How did they connect with you personally in order to make you feel

committed?

Take 5 minutes to think about a specific event or action, and then share with a partner.

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Session 4: Finding Your Agency

(Adapted from the Green Belt Movement)

Lesson 18: Identifying Community Problems

This lesson does not include an exercise, because the whole lesson is discussion-based and

participatory.

How to conduct it

Ask participants whether in their lives they have problems. The answer will be, of course,

affirmative.

Ask them to reflect and tell you at random what problems they encounter.

Urge them to mention all types of problems both national, local, domestic etc

List down the responses as they come to generate a long list of problems. Stop only when

participants start to take too long to give a response.

Comment

This session is a brainstorming session in preparation for the next ones. The main message and

session notes come in later sessions.

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Lesson 19: The Wrong Bus Syndrome

To be a leader is to enable others to achieve purpose in the face of uncertainty.

That means that it is necessary not only to motivate

and inspire others, but also to recognize when things

have gone off course, and to take the initiative to

correct problems. Identifying and addressing

problems is something that requires more than the

efforts of just one individual, however someone

must first recognize and call attention to the

problem.

Trainer Notes: There will be highly animated responses. Participants will talk and exchange views

with a lot of feelings. This will lead to the next session.

Exercise

Select one participant. Tell the person that he/she has been invited to go to a place (say

Mombasa). He/she wakes up one morning and starts the journey.

Pose the question “What could happen so that instead of finding yourself in Mombasa you

end up in another place, say Nakuru, meaning you took the wrong bus? What could have

happened that made you take the wrong bus?”

List down participants’ views as to why one could have boarded the wrong bus.

The answers that come up usually are:

- I could not ask the way because I was feeling confident that I know the way

- I was feeling shy.

- Someone I trusted misled me

Pose the question “Now that you are in the place you did not intend to be what will happen

to you?” The usual answer is that he/she will have many problems. Possibly no fare back,

no money for lodging, no food, no friend etc.

Process that a person who is lost has many problems. Therefore a person with many

problems is a lost person.

Now pose the question: “If a person with many problems is a lost person and we have

analysed a few minutes ago that we have a lot of problems, then, ARE WE LOST OR NOT?

Have we lost our way or not?”

Let the participants give responses to the question “HAVE WE LOST OUR WAY OR

NOT? ARE WE IN THE WRONG BUS?” What do you do when you discovery you are in

the wrong bus?

Participants should also consider that it is possible to think that they are on the wrong bus,

but they are not. Consequently, one struggles against the tide as they try to steer the bus

elsewhere but their fellow passengers resist which can create conflict, especially when the

leader is the one ‘steering against the tide.’

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Lesson 20: Leaders as Problem Solvers

Today we face many problems in our own lives, in our communities, or in our countries. Yet the

problems we face, though they may show themselves differently, are often interrelated, and can

span cultures and borders, even if they manifest in different ways.

Select the 5 most common problems that were listed in the fist part of this lesson.

Exercise: Split the class into 5 groups. Assign each group to one of the five problems. Have them

come up with a solution to the problem. Stress that they should think bigger than just the

immediate problem, but that they should also consider how they would prevent something

similar from happening again. After 10 minutes of discussion, have each group share their

solution with the whole group.

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Lesson 21: Self-Reflection in Leadership

As leaders, it is important that we take

time to process our decisions and

actions. We often feel pressure to move

ahead, but we must take the time to be

clear in our motivations, learn from our

failures, and draw on our successes.

Self-reflection is a critical component

of leadership. Just as we are trying to

correct problems in the world, we must

also identify and correct problems in

our own leadership. We must also

celebrate our successes when they

occur.

The Hummingbird Story

Recall the story of the hummingbird. Based on this module, there are a number of things that we

can learn from the action (and inaction) of the characters in the story.

Exercise:

Reflect on the hummingbird story and discuss with a partner:

- What were the problems the hummingbird faced?

- Did the hummingbird take initiative in the story?

- Was successful leadership demonstrated? If so, how? If not, why not?

- What can be learned to prevent similar situations in the future?

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Session 5: Drawing Out Leadership in Others

“I’m very conscious of the fact that you can’t do it alone. It’s teamwork. When you do it alone, you run the risk that when you are no longer there nobody else will do it.” - Wangari Maathai.

Lesson 22: Adapting Your Style & Examples

As leaders, we should be aware that it is not only when we stand in front of people and tell them to listen that they learn from us. They see, they hear, they think. So when they observe us as we go about the world doing the work that we do, they can be the first ones to testify whether we “walk the talk”, or are we like those that preach water but drink wine. Being a role model, being a good example, is not easy. As leaders we may succeed in mobilizing people, leading campaigns, giving fiery speeches, raising money for the work we do. However, we will have failed if we do not lead/teach by example. We have responsibility and obligation to cultivate and inculcate leadership in others – this is part of intergenerational leadership. We must not become stumbling blocks for our movements or would-be members of our movements because of the way we live our lives or the way we lead. Leaders are not perfect, no human being is perfect. However, a good leader should strive to be above reproach. As leaders we should know that being consistent is a challenge, but we should endeavor for consistence in our public and private personas. We should know our limits, what can make me compromise – fear, money, fame, greed, easy success, competition, despair, etc? Equally important is knowing to get help. What can a leader do to build and maintain credibility? What can a leader do to lose respect and credibility? List three for each question.

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Lesson 23: Responsibility for Success of Others

Each of our stories and our accomplishments has been about the love and support we received and continue to receive from family, friends, colleagues, allies, and others who we may not even know by name. The struggle -- local and global -- for women’s rights, for national liberation, for civil rights, for environmental rights, for political rights, for many other rights has been fought by generations and generations that came before us. Our place in these struggles will be taken by those who come after us who continue and engage in the struggles as they are developed in their day. Finish this sentence: “I stand on the shoulders of ____________ “ [name as many people as you can in three minutes] Be ready to share the name of the person who went before you in the struggle, the specific struggle, and what they did that makes you feel that they charted a path in which you follow. We have read and discussed the Hummingbird story. Consider an alternative ending where the hummingbird was able to convince and mobilize the other animals and birds to join her in her quest. The likelihood of success in putting out the fire would have increased greatly. Can you think of an opportunity or opportunities that you have observed others missing by not mobilizing, inspiring, or simply asking others to join them. Can you think of an example when you inspired, mobilized, or simply asked others to join you, and you were successful in your quest?

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Lesson 24: Importance of Self-care

“Every person who has ever achieved anything has been knocked down many times. But all of them picked themselves up and kept going, and that is what I have always tried to do.” - Wangari Maathai. We have heard and learnt that leadership has risks and opportunities. As leaders we are responsible for our own well-being, for the well-being of our team, and for the well-being of everybody who is part of our struggle. It is ironic that people will fight for decent hours and wages of workers, of women, of union members, of others … but in the process of fighting for these rights, they allow their own rights to decent hours, a living wage, etc to be violated. Self-care is about recharging and replenishing our energy sources, and ensuring that one does not take unnecessary risks, and remembers to rest, to stop and smell the roses. Sometimes leadership and being part of a struggle is a life and death issue. List three people by who experienced the risks of leadership. List three people who paid the ultimate price for the struggle that they were engaged in. Recount a time/s when you personally felt at risk because of your work. The ways in which we can take care of ourselves as leaders include emotionally, physically, politically, economically, socially. Emotionally/spiritually: have someone or some people you can talk to who keep your confidences so you have the support to talk about risks, challenges, and opportunities that you encounter. Allies, friend, family members who are always “on your side” – people that you count on to listen, offer support, advice, laugh & celebrate with you, and offer a shoulder to cry on, if need be. It is also important to have a faith tradition or life philosophy that grounds you and anchors your life with core values and principles that serve as a compass to guide you in your work and service. It is also very important to ensure that your leadership is not at the expense of your family or your family’s emotional well-being. Your leadership should not hurt your family, friends, or community. Physically: take care of your health - from not working long hours to taking rests, seeing a doctor, getting enough sleep, getting enough food, etc. Your body tires and ages: you’re not as young as you used to be! Politically: have friends, have allies, individuals and organizations that will have your back. Cultivate them so that you’re not in the good fight all by yourself. Remember it is about movement-building. You individually, or your organization, cannot go it alone. Economically: There’s a saying that one should “do well by doing good.” Being a leader does not mean that one lives a life of want, nor for that matter that one lives a life of excess. It is

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important to make sure that the work we do also provides for our financial needs - the basics that we believe in and fight for: food, shelter, health, education. We fight for the rights of others, we should not allow our basic rights to be violated in the name of the greater good. Socially: A leader has responsibilities and burden that she carries. This is why it’s important that as leaders we get back to kick back, relax, laugh, rest, and cultivate friendships. They say laughter is the best medicine – a leader should have friends and colleagues with whom he/she can relax for your social and mental well-being. As leaders we should have hobbies -- things that we do just for fun. And every so often they should include our team members, for that helps build team cohesion, and they too need to let off steam. These are the things that replenish our strength and ensure that we are sustained and that our leadership is sustainable. We must remember to lead our teams in celebrating our successes, along the way and especially when we win big in our campaigns/struggles/movements. Activist Emma Goldman is reputed to have said, “If I can’t dance, I don’t want to be part of your revolution”, leadership entails hard work, struggle, sweat, tears, sometimes even blood. However, it must also involve joy, laughter, and yes – dancing!

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Case Studies of Women in Leadership

Martha Karua: Martha Wangari Karua (born 22 September 1957 in Kirinyaga, Kenya) is a Kenyan politician. She is a former member of parliament for Gichugu Constituency and an Advocate of the High Court of Kenya. Martha Karua was born in Kirinyaga District, Central Province of Kenya; she is the second born in a family of eight siblings, four girls and four boys. She studied law at the University of Nairobi from 1977 to 1980. Between 1980 and 1981 she was enrolled at the Kenya School of Law for the statutory post graduate law course that is a prerequisite to admission to the Kenyan roll of advocates and licensing to practice law in Kenya. She then joined the public service, and worked as a magistrate from 1981 to 1987. From 1987 to 2002 she worked in private practice as an advocate.

She worked in the Judiciary as a District Magistrate rising to a Senior Resident Magistrate at

the time of exit in 1987. During this period, she was in charge of Makadara Law Courts from

1984 to 1985 and Kibera Law Courts from 1986 to 1987 when she left to start her own law

firm. In 1987 Martha Karua formed Martha Karua & Co. Advocates which she operated till

the year 2002. While in practice, Karua presented many pro bono cases notable among them

the treason trial of Koigi Wamwere.

She immensely contributed to the development of family law and especially the distribution

of matrimonial property as well as constitutional and administrative law.

Karua was a member of the opposition political movements that successfully agitated for

the reintroduction of multi-party democracy in Kenya in the early 1990s. Kenya was at the

time under the authoritarian rule of the Kenya African National Union (KANU), the only

legally recognised political party in Kenya and which was led by president Daniel arap Moi.

Martha Karua joined Kenneth Matiba's Ford-Asili party but lost the party nomination ticket

to the wealthy and influential former Head of Public Service Geoffrey Kareithi. She was then

offered a ticket and support by the Democratic Party of Kenya (DP) who wanted a clean

break from the Kareithi – Nahashon Njuno rivalry. Karua won the 1992 general election to

become the MP for Gichugu constituency and the first woman lawyer to be popularly elected

to Parliament. She was also appointed as the party's legal affairs secretary between 1992

and 1997.

In 1998, Karua declined the position of Shadow Minister for Culture and Social Services

which conflicted with her position of National Secretary for Constitutional Affairs (an

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elected office) that made her the official spokesperson on legal matters of the party. She

opted to resign her position as the National Secretary.

In 2001, when the Constitutional Review Bill was laid before the House, the entire

Opposition with the exception of Karua walked out of Parliament. The Bill had been rejected

by the Opposition as well as Civil Society but Karua was of the view that as elected

representatives, instead of walking out, it would be more prudent to remain in Parliament

and put the objections on record. She therefore chose to remain in the Parliament and her

objections to the Bill were duly recorded.

Later she was among those who formed the political coalition NARC that won the 2003

General Election in Kenya and ended KANU's nearly four decades of leadership in Kenya's

politics.

Until 6 April 2009 she was the Minister of Justice, National Cohesion & Constitutional

Affairs. She also previously served as the Minister of Water Resources Management &

Development, and was behind the implementation of the Water Act 2002, which has since

then accelerated the pace of water reforms and service provision in Kenya.

Karua remained Justice and Constitutional Affairs Minister in the Cabinet appointed by

Kibaki on 8 January 2008, following the controversial December 2007 election. In an

interview with BBC's HARDtalk in January 2008, Karua said, regarding the violent crisis that

had developed over the election results, that while the government had anticipated that the

opposition Orange Democratic Movement (ODM) of Raila Odinga might be "planning

mayhem if they lost", it was surprised by "the magnitude" of it, calling the violence "ethnic

cleansing". Asked to clarify, Karua said that she was stating "categorically" that the ODM

planned ethnic cleansing. Odinga subsequently called Karua's accusation

"outrageous". Karua headed the government's team in negotiations with the opposition

regarding the political dispute that resulted from the election. The political crisis eventually

led to the signing of a power-sharing agreement between Kibaki and Odinga. In the grand

coalition Cabinet that was announced on 13 April 2008, Karua remained in her post as

Minister of Justice, National Cohesion and Constitutional Affairs.

She was endorsed as the national chairperson of the NARC-Kenya political party on 15

November 2008. There was virtually no competitive election during the party's national

delegates’ convention at the Bomas of Kenya in Nairobi as all the officials including Ms

Karua were being endorsed. After her endorsement she immediately declared she would be

gunning for the highest political seat in the Kenya's 2012 elections.

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Martha Karua resigned as Minister of Justice and Constitutional Affairs on 6 April 2009,

citing frustrations in discharging her duties. A clear example of her frustrations was when

President Mwai Kibaki appointed Judges without her knowledge a few days before her

resignation. She was the first Minister to resign voluntarily since 2003.

At one time in her Kirinyaga District, Karua walked out on President Moi who was then

addressing a crowd in the district stadium. She has been a leading crusader for the widening

of democratic space and gender issues in Kenya. She has been involved in championing

women's rights through public interest litigation, lobbying and advocacy for laws that

enhance and protect women's rights through her work with various women's organizations,

particularly the International Federation of Women Lawyers (FIDA-Kenya) and the League

of Kenya Women Voters.

In February 2009 during her time as Minister of Justice, she once had a heated argument

with the Minister of Agriculture William Ruto at a cabinet meeting as the President sat

quietly, watching the sparring ministers, a source at the meeting said: "The President did

not say or do anything. He just sat there quietly watching as the ministers took on each

other. It was chaotic, hot and eruptive." The two ministers had been sparring in public over

a period of three weeks, with Ms Karua demanding Mr Ruto's resignation over a maize

scandal. Martha Karua was referred to as "the only man" in the PNU Cabinet.

She was the only woman presidential candidate in the 2013 Kenyan general elections and came in sixth with 43,881 votes.

Source: http://en.wikipedia.org/wiki/Martha_Karua Bi Kidude Fatuma binti Baraka (c.1910s – 17 April 2013),[1][2] also known as Bi Kidude, was a Zanzibari-bornTanzanian Taarab singer. She is considered the undisputed queen of Taarab and Unyago music and was inspired by Siti binti Saad.[3] Bi Kidude was born in the village of Mfagimaringo, she was the daughter of a coconut seller in colonial Zanzibar. Bi Kidude's exact date of birth is unknown, much of her life story is uncorroborated, giving her an almost mythical status. In 2005, Bi Kidude received the prestigious WOMEX award for her outstanding contribution to music and culture in Zanzibar. She died on 17 April 2013. Source: http://en.wikipedia.org/wiki/Bi_Kidude

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Mary Nyanjiru Mary Nyanjiru was a freedom fighter who entered Kenyan legend on March 16, 1922 when she challenged men to exchange their trousers for skirts if they were afraid to protest and demand the arrest of Harry Thuku. The protest happened on the street outside the Norfolk Hotel in Nairobi, a colonial citadel, from whose veranda a white settler opened fire on the crowd of protesters killing several people and setting of a killing spree of hundreds of people at the hands of colonial authorities. The protests also sparked mass arrests of perceived and suspected freedom fighters. Source: http://en.wikipedia.org/wiki/Mekatilili_Wa_Menza Mekatilili Wa Menza Mekatilili Wa Menza (or Makatilili) was a Kenyan woman leader, who led the Giriama people in a rebellion against the British Colonial Administration and policies actively in 1913 - 1914. The Giriama people are a subgroup of Mijikenda peoples who inhabit the Kenyan coast; they had sacred dwelling places called kayas, located in forested areas, one of which the British Colonial Administration destroyed by dynamiting it in 1914. This was Kaya Fungo. Mekatilili was captured by the British and exiled to Mumias in Western Province. According to British colonial records, five years later, she returned to her native area where she continued to oppose the imposition of Colonial policies and ordinances. Source: http://en.wikipedia.org/wiki/Mekatilili_Wa_Menza Indra Gandhi Indra Gandhi was the third Prime Minister of India and a central figure of the Indian National Congressparty. Gandhi, who served from 1966 to 1977 and then again from 1980 until her assassination in 1984, is the second-longest-serving Prime Minister of India and the only woman to hold the office.

As Prime Minister, Gandhi became known for her political ruthlessness and unprecedented centralisation of power. She went to war with Pakistan in support of the independence movement and war of independence in East Pakistan, which resulted in an Indian victory and the creation of Bangladesh, as well as increasing India's influence to the point where it became the regional hegemon of South Asia. Gandhi also presided over a state of emergency from 1975 to 1977 during which she ruled by decree and made lasting changes to the constitution of India. She was assassinated in the aftermath of Operation Blue Star. In 2001, Gandhi was voted the greatest Indian Prime Minister in a poll organised by India Today. She was also named "Woman of the Millennium" in a poll organised by the BBC in 1999.

http://en.wikipedia.org/wiki/Indira_Gandhi

Source: http://en.wikipedia.org/wiki/Indira_Gandhi

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Christine Dranzoa Christine Dranzoa is a Ugandan university professor, administrator, biologist, terrestrial ecologist and community leader. She is the current Vice Chancellor of Muni University, one of the six public universities in Uganda. Dr. Dranzoa serves as the Honorary Secretary of the Forum for African Women Educationalists (FAWE), a pan-African Non-Governmental Organisation (NGO), founded in 1992, that is active in 32 African countries. FAWE aims to empower girls and women through gender-responsive education. Source: http://en.wikipedia.org/wiki/Christine_Dranzoa Mayawati Kumari Mayawati is an Indian politician who served four terms as Chief Minister of Uttar Pradesh (UP) as head of the Bahujan Samaj Party(BSP), which focuses on a platform of social change to improve the welfare of the weakest strata of Indian society—the Bahujans or Dalits, Other Backward Classes, and religious minorities. She was Chief Minister briefly in 1995 and again in 1997, then from 2002 to 2003 and from 2007 to 2012. After losing the 2012 legislative assembly elections to the rival Samajwadi Party, she resigned from her post as party leader on 7 March 2012. Later that month she was elected by acclamation to a seat in the Rajya Sabha (upper house of Parliament). Source: http://en.wikipedia.org/wiki/Mayawati_Kumari Inyumba Aloysia, Rwanda At age 26, as Rwanda’s first Minister of Gender and Social Affairs after the genocide, she helped design the burial of some 800,000 victims of the massacres. She devised a system to care for half a million orphans. “Each One Take One” was her motto as she urged every mother to add at least one more child to her family. Hutu women adopted Tutsi children and Tutsi women took home Hutu babies. As head of the Commission for Unity and Reconciliation and as Governor of Kigali-Ngali Province, Aloisea went from village to village helping victims articulate their tragedies. Later she covered the country again, preparing for the reintegration of almost 100,000 perpetrators released from prison. In the political sphere, she created five tiers of local to national women’s councils that indirectly fed into the parliament, resulting in the highest percentage of women legislators in the world, and making Rwanda the first country to break the 50% barrier for women’s participation. (The country stands at 56% now.) As Senator, she led efforts to enshrine women’s rights into the legal system. Source: http://www.inclusivesecurity.org/in-memoriam-aloisea-inyumba/