Teaching the United Nations, gender and critical pedagogy

Holmes, G. (2018) Teaching the United Nations, gender and critical pedagogy. Peace Review, 30 (3). pp. 285-294. ISSN 1040-2659 doi: 10.1080/10402659.2018.1495805

Abstract/Summary

Do the critical pedagogic approaches adopted by teachers fully succeed in deconstructing the UN’s institutionalised power relations? Applying an intersectional feminist lens to the analysis of curriculum design, this essay examines how two undergraduate modules taught at British universities between 2013 and 2016 are structured according to a repressive ‘neo-liberal gender logic’, and considers the implications this has for how gendered war and peace are conceptualised; and how male and female students are socialised as future employees of institutions.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/77978
Identification Number/DOI	10.1080/10402659.2018.1495805
Refereed	Yes
Divisions	Arts, Humanities and Social Science > School of Politics, Economics and International Relations > Politics and International Relations
Publisher	Taylor & Francis
Download/View statistics	View download statistics for this item