Abstract
The following Phase 3 selection (abbreviated from the original archived in full in the Ward M. Canaday Center for Special Collections, The University of Toledo) is a clear convergence of peace education with gender issues.
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Notes
- 1.
This text was first published with Tony Jenkins as “Gender and Peace: Toward a Gender Inclusive, Holistic Perspective”, in: J. Galtung and C. Webel (Eds.): Handbook of Peace and Conflict Studies (New York: Routledge, 2007): 209–231. The permission to republish this text here was granted on 14 March 2014 by: Ms. Lizzy Yates, Permissions Administrator, Taylor & Francis Royalties Department, Andover, Hampshire.
- 2.
Goldstein, J. War and Gender (Cambridge: Cambridge University Press, 2001).
- 3.
Kaufman, M. (1999) The Seven P’s of Men’s Violence, at: http://www.whiteribbon.ca.
- 4.
Freire, P. Pedagogy of the Oppressed (New York: Herder and Herder, 1970).
- 5.
Belenky, M.F., McVicker Clinchy, B., Rule Golberger, N. and Mattuck Tarule, J. Women’s Ways of Knowing: The Development of Self, Voice, and Mind (New York: Basic Books, 1986). See also: Gilligan, C. In a Different Voice: Psychological Theory and Women’s Development (Boston, MA: Harvard University Press, 1993).
- 6.
Foster, C. Women for all Seasons: The Story of the Women’s International League for Peace and Freedom (Athens: University of Georgia, 1989).
- 7.
The integral and essential relationships among peace, human rights and gender equality are foundational to the U.N. Charter and the Universal Declaration of Human Rights.
- 8.
See: Gierycz, D. ‘Women in decision-making: can we change the status quo?’, in I. Breines et al. (Eds.): Toward a Women’s Agenda for a Culture of Peace (Paris: UNESCO, 1999). The argument that democracies don’t wage war on each other has been advanced by Rudolf Rummel, author of Rummel, R.W. Death by Government (New Brunswick, NJ: Transaction Publishers, 1994).
- 9.
How the society reneged on this promise and the meaning of the war work experience to the modern women’s movement is dealt with in Honey, M. Creating Rosie the Riveter: Class, Gender and Propaganda During World War II (Cambridge, Massachusetts: University of Massachusetts Press, 1984).
- 10.
Notable among these was the World Order Models Project. Most active during the 1970s and 1980s, it brought together an international team of scholars to research and propose alternatives to the existing order.
- 11.
Boserup, E. Woman’s Roles in Economic Development (New York: St Martin’s Press, 1970).
- 12.
The work of Cynthia Enloe, J. Anne Tickner and Cynthia Cockburn have been especially helpful. Their arguments are among the influences leading to our advocacy of the inclusion of gender perspectives in the study of and inquiry into all issues of peace, security and other related topics of the peace problematic. See especially, Enloe, C. Bananas, Beaches, and Bases: Making Feminist Sense of International Relations, (Berkeley: University of California Press, 1989); Enloe, C. Maneuvers: The International Politics of Militarizing Women’s Lives, (Berkeley: University of California Press, 2000); Cockburn, C.The Space Between Us: Negotiating Gender and National Identities in Conflict (London: Zed Books, 1998); and Tickner, J.A. Gender in International Relations (New York: Columbia University Press, 1992).
- 13.
We do not list the documents issued by the U.N. women’s conferences of 1980 and 1985 for we do not find that they made substantive contributions to either the knowledge or normative base of an inclusive, holistic approach to gender and peace. The 1985 Forward Looking Strategies, however, did note that violence against women was an obstacle to peace (paragraph 258).
- 14.
Anwarul K. Chowdhury, United Nations Under-Secretary General, Presentation at the 86th Wilton Park Conference, Sussex, England, 30 May 2005.
- 15.
International Peace Research Association (1983) Conclusions of the Consultation on Women, Militarism and Disarmament, Hungary: Gyor.
- 16.
United Nations Division for the Advancement of Women, ‘Report of the Expert Group Meeting on Gender and the Agenda for Peace’, United Nations Headquarters, New York, 5–9 December 1994.
- 17.
Reardon, Sexism and the War System.
- 18.
The first and definitive work on patriarchy was by historian, Gerder Lerner. Lerner, G.The Creation of Patriarchy (New York and Oxford: Oxford University Press, 1986). It is Lerner who made the clearest distinction between sex as biologically determined and gender as a cultural construct.
- 19.
French, M. The War against Women (New York: Summit Books, 1992).
- 20.
We recognize that this chapter does not deal with human rights violations and violence against persons of other than heterosexual identities, but we believe it is a significant manifestation of gender violence, also largely attributable to patriarchy.
- 21.
The People’s Movement for Human Rights Education (PDHRE) developed a workbook using the comprehensive framework of the BPFA that demonstrates the holistic nature of human rights as a tool for action in the achievement of full equality (PDHRE 2003 Passport to Dignity, New York: PDHRE); this issued Resolution 1325 on Women, Peace and Security. See: United Nations (2000) Security Council Resolution 1325, at: http://www.peacewomen.org/un/sc/1325.html.
- 22.
An open session of the Security Council is one in which non-member states and U.N. staff may address the Council. These sessions are often preceded by preparatory non-formal sessions in which Council members who wish to do so hear from NGOs qualified in the subject of the open session.
- 23.
Beijing Platform for Action, Global Framework, op. cit., para 12.
- 24.
See: Reardon, B. (2005) ‘Peace and human rights education in an age of global terror’, in International House of Japan Bulletin, 25, 2.
- 25.
Tickner, op. cit., 14.
- 26.
Hague Agenda for Peace and Justice for the 21st Century: Root Causes of War/Culture of Peace Agenda, at: http://www.haguepeace.org/index.php?action=resources.
- 27.
We take this term from the language of the Japanese scholar, Kinheide Mushakoji, who used it in summarizing the gender perspective assertions regarding male dominance made in an international scholars’ statement to the Independent Commission on Human Security in 2003. It is also used by many masculinities scholars.
- 28.
Connell, R.W. (1998).‘Masculinities and globalisation’, in Men and Masculinities, I, 1: 3–23. 51.
- 29.
Connell, op. cit., 7.
- 30.
The White Ribbon Campaign was launched in Canada to build awareness and responsibility among young men.
- 31.
Kaufman, op. cit., 1.
- 32.
An excellent study on how men form their gender identities and how those identities influence their behaviour was conducted by peace educator, Ian Harris. Harris, I. Messages Men Hear, (London: Taylor and Francis, 1995).
- 33.
Altinay, A.G. The Myth of the Military-nation: Militarism, Gender, and Education in Turkey (New York: Imprint & Houndmills, 2004); and Gor, H. ‘Education for war in Israel: preparing children to accept war as a natural factor of life’, in K. Saltzman and D. Gabbard (eds) Education as Enforcement: The Militarization and Corporatization of Schools (New York: RoutledgeFalmer, 2003).
- 34.
R.W. Connell has been influential in the development of masculinities and gender studies, particularly through contributions to theories of multiple masculinities. See: Connell, R.W. The Men and the Boys (Berkeley: University of California Press, 2000).
- 35.
United Nations, Economic and Social Council. Draft Agreed Conclusions on Mainstreaming the Gender Perspective into All Policies and Programmes in the United Nations (Paris: UNESCO, 1997).
- 36.
Brock-Utne, B. Feminist Perspectives on Peace and Peace Education, 1st edn, (New York: Pergamon Press, 1989); and Brock-Utne, B. Educating for Peace: A Feminist Perspective, (New York: Pergamon Press, 1985).
- 37.
See: Miedzian, M. Boys will be Boys: Breaking the Link Between Masculinity and Violence, (New York: Lantern Books, 1991); Breines, I., Connell, R. and Eide, I. Male Roles, Masculinities and Violence: A Culture of Peace Perspective, Paris: UNESCO, (2000); and Reardon, B. Education for a Culture of Peace in a Gender Perspective (Paris: UNESCO, 2001).
- 38.
A fundamental aspect of the core argument in Reardon’s Sexism and the War System regards the relationship of reciprocal causality that exists between women’s oppression and war.
- 39.
People’s Movement for Human Rights Learning. Transforming the Patriarchal Order to a Human Rights System: A Position Paper (New York: PDHRE, 2006).
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Reardon, B.A., Jenkins, T. (2015). Gender and Peace: Toward a Gender Inclusive, Holistic Perspective. In: Betty A. Reardon: Key Texts in Gender and Peace. SpringerBriefs on Pioneers in Science and Practice(), vol 27. Springer, Cham. https://doi.org/10.1007/978-3-319-11809-3_7
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