Women War Violence And Learning

This anthology provides fresh theorization of gendered dimensions of learning, war, and violence, with a view to offering new insights on the impact of violence on women’s learning and well being. The collection is an important contribution to emerging interdisciplinary approaches to the role and effectiveness of civil society, especially women’s NGOs, working in war and post-conflict zones, and to the relationship between neoliberal, global ‘feminist’ projects and the re-emergence of colonial and imperial feminisms. This collection is also an exploration of the plausibility of current peace education strategies augmenting the political and leadership role of women and their civic engagement. This collection is designed to create a space for conversation across disciplines on such issues as how to advance our conceptualization of gender-related education and conflict; how to provide empirically-based case studies and transnational analyses that improves our understanding of the impact of war and violence on women’s learning; and how to contribute to national and international policy analyses to improve education for women and girls, through related policy reforms or humanitarian aid programs in post-war reconstruction efforts. This book was published as a special issue in the International Journal of Lifelong Education.

Inspired by a conference held at Northeastern University on the topic of Women, War, and Violence, editors Robin M. Chandler, Lihua Wang, and Linda K. Fuller bring together research and real-life stories from twenty-one international contributors who document gender involvement from victims to valiant in wartime and activism.

Women play many roles during wartime. This compelling study brings together the work of foremost scholars on women and war to address questions of ethnicity, women and the war complex, peacemaking, motherhood, and more. It leaves behind outdated arguments about militarist men and pacifist women, while still recognizing differences in men's and women's relationships to war. .

“Despite Canada’s claim to be a gender equitable nation, militarism continues to function in ways that protect inequality.” —from the Introduction Little has been done to examine, critique, and challenge the ways ingrained societal ideas of militarism and gender influence lifelong learning patterns and practices of Canadians. Editor Nancy Taber and ten other contributors explore reasons why Canadian educators should be concerned with how learning, militarism, and gender intersect. Readers may be surprised to discover how this reaches beyond the classroom into the everyday lessons, attitudes, and habits that all Canadians are taught, often without question. Pushing the boundaries of education theory, research, and practice, this book will be of particular interest to feminist, adult, and teacher educators and to scholars and students of education, the military, and women’s and gender studies. Contributors: Mark Anthony Castrodale, Gillian L. Fournier, Andrew Haddow, Cindy L. Hanson, Laura Lane, Jamie Magnusson, Robert C. Mizzi, Shahrzad Mojab, Snežana Ratković, Roger Saul, Nancy Taber.

This set of original articles probes the breadth of vital issues surrounding the impact of war and violence on women globally—and examines what is being done to mitigate their effects. The story of men's roles in war and violence fills headlines and history books, but the women's narrative too often goes unnoticed. This two-volume work brings women's voices to the fore, highlighting new scholarship and journalism to offer a realistic understanding of this timely topic. Including both historical context and contemporary issues, the volumes explore types of violence affecting women and girls—as victims of war and as combatants in and perpetrators of war. Equally important, it provides an in-depth look at resistance movements and peacemaking efforts, examining how these issues can—and should—be addressed. The two volumes bring together a wide range of articles by experts from various fields and backgrounds to provide the first all-inclusive overview of women, war, and violence. Other works on the subject tend to be focused on Western nations, offering a narrow view of a global issue. This compendium, in contrast, takes a truly international approach. It provides general readers, policymakers, students and scholars with a compelling collection of insights from around the world, exposing the varied experiences women have had—and continue to have—with violence and war.

The Routledge Handbook on Women in the Middle East provides an overview of the key historical, social, economic, political, religious, and cultural issues which have shaped the conditions and status of women in the region. The book is divided into eleven thematic sections, providing a comprehensive guide to understanding the current and historical contexts of women in the Middle East, each giving ground-breaking insights into various aspects of women’s movements: The importance of historical context, including pre-Islamic through post-colonial histories The importance of politics and the state in understanding women in the ME Women’s roles in political and social movements The impacts of the formal and informal economies and education on women of the region Women’s spaces and the creation of publics and counterpublics The effects of war, displacement, and other forms of gendered violence Women, family, and the state Discourses and practices of religion Women and health practices Bodies and sexualities Women and sites of cultural production A unique overview of cutting-edge research in the key arenas of pre-Islamic to post-colonial histories, this Handbook will affect the way future generations of scholars engage with and add to the vast repository of socio-political studies of the Middle East. It will thus be of interest to researchers in gender studies, women’s studies, pre-Islamic and post-colonial studies, feminist studies, and socio-political and socio-economic studies.

Beginning from the premise that a range of Marxist theoretical tendencies, or Marxisms, inform recent critical scholarship in education, this volume reaffirms, rearticulates, and interrogates central philosophical and practical commitments in this tradition. Chapters engage important issues confronting the field in the present conjuncture in global capitalism, including the meaning of democratic education, neoliberalism’s ideological and material assault on teaching and learning, relationships between race and class in schooling and society, models for critical and emancipatory pedagogy, the implication of education in imperialism and colonialism, and links between education and revolutionary organizations and movements. Rather than attempting to provide a comprehensive view of the field, this volume presents a diverse set of crucial interventions that take up foundational as well as contemporary developments in Marxist theory and consider their implications for the field of education. The chapters in this book were originally published as journal articles by Taylor and Francis.

This practical handbook reviews helpful approaches and exercises when working with older learners. It offers practical applications including using discussion, incorporating technology and becoming critically reflective. It tackles some of the major challenges you may face such as addressing inequality and diversity and dealing with resistance.