Author Information

Nancy Taber, Brock University

Abstract

This paper describes an analytic autoethnographical research study focusing on experiences developing, delivering, and evaluating course content critiquing war from a feminist anti-militarist perspective. It discusses the difficulty of challenging societal notions as relates to gendered militarism in post- secondary classrooms at undergraduate, graduate, and postgraduate levels. Thematic findings from the research include: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of not only interrogating the educational experiences of post-secondary professors, but of connecting them to complex sociocultural educational issues related to war, militarism, and gender.

Keywords

autoethnography; feminist antimilitarism; post-secondary; war

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Jun 10th, 6:11 PM

Critiquing War in the Classroom: Problematizing the Normalization of Gendered Militarism

This paper describes an analytic autoethnographical research study focusing on experiences developing, delivering, and evaluating course content critiquing war from a feminist anti-militarist perspective. It discusses the difficulty of challenging societal notions as relates to gendered militarism in post- secondary classrooms at undergraduate, graduate, and postgraduate levels. Thematic findings from the research include: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of not only interrogating the educational experiences of post-secondary professors, but of connecting them to complex sociocultural educational issues related to war, militarism, and gender.