Gendered Militarism in Canada

“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.

Table of Contents

Table of Contents
Front cover 1
Title page 4
Copyright page 5
Contents 6
Foreword | Gouthro 8
Preface 12
Acknowledgements 14
Introduction | Taber 16
1 War of Gender Games | Magnusson & Mojab 30
2 Militarizing or Anti-militarizing Facebook | Lane 54
3 Popular Media, Pedagogy, and Patriarchy | Haddow 72
4 Official (Masculinized and Militarized) Representations of Canada | Taber 92
5 A Critical Discussion on Disabled Subjects | Castrodale 112
6 Uncovering Rainbow (Dis)Connections | Mizzi 136
7 The Complexities of Gender Training in Contexts of Conflict and Peacebuilding | Hanson 158
8 Militarism, Motherhood, and Teaching | Ratković 176
9 An Invisible Web | Fournier 202
10 War Games | Roger Saul 238
Conclusion | Taber 258
Contributors 264
Index 268
Other Titles from The University of Alberta Press 281