Abstract
This article offers a gender perspective on peace education and the work for peace. To what extent are girls and boys in our society being socialised equally or differently when it comes to learning how to care, empathise with others and engage in or endure violent behaviour? Why are women generally more likely than men to support conscientious objectors, and oppose war toys and war itself? Gender is a powerful legitimator of war and national security. As in other conflict situations around the world, gendered discourses were used in the US following 11 September 2001 in order to reinforce mutual hostilities. Our acceptance of a remasculinised society rises considerably during times of war and uncertainty. War as a masculine activity has been central to feminist investigations.
Résumé
UNE PERSPECTIVE SEXOSPÉCIFIQUE SUR L’ÉDUCATION À LA PAIX ET SUR LE TRAVAIL POUR LA PAIX – Cet article offre une perspective sexospÉcifique sur l’Éducation À la paix et sur le travail pour la paix. Dans quelle mesure les filles et les garçons sont socialisÉs de manière Égale ou diffÉrente dans notre sociÉtÉ quand il s’agit d’apprendre comment se prÉoccuper, comment ressentir de l’empathie pour d’autres et s’engager dans un comportement violent ou l’endurer? Pourquoi est-il plus probable que les femmes plutôt que les hommes soutiennent les objecteurs de conscience et s’opposent aux jouets de guerre et À la guerre elle-même ? Le sexe est une lÉgitimation puissante pour la guerre et la sÉcuritÉ nationale. Comme dans d’autres situations de conflit dans le monde, les discours sexualisÉs ont ÉtÉ employÉs aux USA après le 11 septembre 2001 afin de renforcer les animositÉs mutuelles. Notre acceptation d’une sociÉtÉ remasculinisÉe augmente considÉrablement pendant les pÉriodes de guerre et d’incertitude. La guerre comme activitÉ masculine a ÉtÉ centrale pour les enquêtes fÉministes.
Zusammenfassung
FRIEDENSERZIEHUNG UND FRIEDENSARBEIT AUS DEM GESCHLECHTSBEZOGENEN BLICKWINKEL – In diesem Artikel werden Friedenserziehung und Friedensarbeit geschlechtsbezogen betrachtet. Bis zu welchem Grad werden Mädchen und Jungen in unserer Gesellschaft gleich bzw. unterschiedlich sozialisiert, wenn es darum geht, für andere Menschen zu sorgen, sich in sie einzufühlen oder gewalttätige Verhaltensweisen zu ertragen oder zu zeigen? Warum unterstützen Frauen in der Regel eher als Männer Kriegsdienstverweigerer, warum sind sie im Allgemeinen eher gegen Kriegsspielzeug und gegen Krieg? Das Geschlecht spielt bei Rechtfertigungen in Bezug auf Krieg und nationale Sicherheit eine bedeutende Rolle. Wie auch bei anderen Konfliktsituationen auf der Welt bediente man sich nach dem 11. September 2001 in den USA geschlechtsspezifischer Kommunikation, um die Feindseligkeit auf beiden Seiten zu verstärken. In Kriegszeiten und in Zeiten der Unsicherheit ist die Akzeptanz einer erneuten Vermännlichung der Gesellschaft erheblich größer. Krieg als männliche Aktivität ist ein wesentlicher Aspekt feministischer Untersuchungen.
Resumen
UNA PERSPECTIVA DE GÉNERO EN LA EDUCACIÓN PARA LA PAZ Y EL TRABAJO PARA LA PAZ – Este artículo ofrece una perspectiva de gÉnero sobre la educaciÓn para la paz y el trabajo para la paz. ¿En quÉ medida han experimentado una socializaciÓn igual o diferente las niñas y los niños de nuestra sociedad, en cuanto a aprender a cuidar de los demás, a sentir empatía, o a entusiasmarse por comportamientos violentos o a tolerarlos? ¿Por quÉ razÓn las mujeres suelen ser más propensas a apoyar a los objetores de conciencia o a oponerse a los juguetes de guerra o a las guerras mismas? El gÉnero es un poderoso legitimador de la guerra y de la seguridad nacional. Al igual que en otras situaciones conflictivas en todo el mundo, los discursos genÉricos se han utilizado en los EE.UU. despuÉs del 11 de septiembre de 2001 para reforzar hostilidades mutuas. Nuestra aceptaciÓn de una sociedad remasculinizada aumenta considerablemente en tiempos de guerra e incertidumbre. La guerra como actividad masculina es un tema central en la investigaciÓn feminista.
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Brock-Utne, B. A GENDER PERSPECTIVE ON PEACE EDUCATION AND THE WORK FOR PEACE. Int Rev Educ 55, 205–220 (2009). https://doi.org/10.1007/s11159-008-9122-z
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DOI: https://doi.org/10.1007/s11159-008-9122-z