Countering Conflict Related Sexual and Gender-Based Violence through Reparations Where are the survivors? Across the world, women and girls continue to experience a variety of gendered harms rooted in sex and gender-based discrimination. Discriminatory practices are typically fuelled by and exacerbated in armed conflict leading to the amplification of gendered harms including, most notably, sexual and gender-based violence or conflict related sexual violence (CRSV). CRSV includes such acts as rape, trafficking, sexual enslavement, forced pregnancy, forced abortion, forced marriage, forced prostitution, forced sterilisation and forced nudity. This issue is important for all survivors of CRSV, who are targeted for their sexuality or gender, but this policy brief is addressed to women survivors.
How do we teach peace through a feminist lens? This chapter reflects on this question through a conversation between Gina Heathcote, Elisabeth (Lisa) Koduthore and Sheri Labenski. Each of us holds different positions in relation to teaching feminist praxisearly career scholar, established scholar and student -and as an intergenerational dialogue we discussed different flows of knowledge and the capacity to recognize the ways we learn from one another. Each of us has engaged with the topic of female violence in the classroom, as well as in our research. While the student-teacher relationship is often thought of as hierarchical, we employ feminist methods to break down this binary. In our discussion, the topic of female violence becomes a way for us to unsettle assumed knowledge, within ourselves and in scholarship, and to develop each of our understandings of feminist peace.Due to our engagement in various classroom conversations, our understanding of feminist peace necessitates that both the student and teacher confront the biases held within feminist legal scholarship. We argue that within a dialogue on peace and female violence, students are afforded the opportunity to explore the stereotypical assumptions that position women as assumed peacemakers, while challenging biases when engaging with women who commit harm. Rather than questioning acts of violence themselves, our dialogue thinks through the constructions of female violence found both in society, law and legal scholarship, and how this relates to teaching feminist peace. We consider how acts of violence undertaken by women must be acknowledged to exist, rather than dismissed or ignored, as often happens in scholarship focused on women as victims during armed conflict. Thus, using female violence as a site of inquiry provides the linchpin to consider the linkages between peace, education, feminist methodologies and international law. We conclude our conversation by pondering the way peace is
Feminists have utilized manifestos and utopias in order to make important, often revolutionary, contributions to international law. However, these engagements have not been reflected in the substance of international law. The sources of international law – specifically customary international law – rely on a narrow understanding of historical knowledge. This article centres the 1924 manifesto and the ‘New International Order’ created by the Women’s International League for Peace and Freedom, as tools to assess the exclusion of the under-utilized history of feminist peace work from the sources of international law. This allows for a reflection on customary international law’s weaknesses and reaffirms the importance of feminist approaches to international law.
How do we teach peace through a feminist lens? This chapter reflects on this question through a conversation between Gina Heathcote, Elisabeth (Lisa) Koduthore and Sheri Labenski. Each of us holds different positions in relation to teaching feminist praxisearly career scholar, established scholar and student -and as an intergenerational dialogue we discussed different flows of knowledge and the capacity to recognize the ways we learn from one another. Each of us has engaged with the topic of female violence in the classroom, as well as in our research. While the student-teacher relationship is often thought of as hierarchical, we employ feminist methods to break down this binary. In our discussion, the topic of female violence becomes a way for us to unsettle assumed knowledge, within ourselves and in scholarship, and to develop each of our understandings of feminist peace.Due to our engagement in various classroom conversations, our understanding of feminist peace necessitates that both the student and teacher confront the biases held within feminist legal scholarship. We argue that within a dialogue on peace and female violence, students are afforded the opportunity to explore the stereotypical assumptions that position women as assumed peacemakers, while challenging biases when engaging with women who commit harm. Rather than questioning acts of violence themselves, our dialogue thinks through the constructions of female violence found both in society, law and legal scholarship, and how this relates to teaching feminist peace. We consider how acts of violence undertaken by women must be acknowledged to exist, rather than dismissed or ignored, as often happens in scholarship focused on women as victims during armed conflict. Thus, using female violence as a site of inquiry provides the linchpin to consider the linkages between peace, education, feminist methodologies and international law. We conclude our conversation by pondering the way peace is
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