Intersecting discourses of militarism: military and academic gendered organizations

Abstract

This article explores the ways in which military constructions of gender intersect with academic ones. Its focus is to connect military discourses of duty, honour and service before self with academic ones of commitment and productivity. As such, it engages in an institutional analysis of the gendered organizations of the military and academia and the associated implications for lifelong learning and education. First, I discuss how, despite resistance from countless educators, corporatism and militarism have come to influence many forms of lifelong learning and higher education. Then, I detail the ways in which both the military and academia, with their unique purposes, are gendered organizations, requiring inordinate dedication and commitment to institutional ends. Finally, I conclude that educators must continue to recognize, problematize and challenge gendered discourses that privilege militarism in higher and lifelong education.

Locating Feminist Progress in Professional Military Education

“…I argue that feminist progress of this sort is possible with concerted efforts to support military professionals in learning about the root causes of social, political, and economic inequality in the military and societies, and the military's role in facilitating change. I posit that military members can be important agents for change when: they become aware of and work to con front masculinist institutional norms and oppressive intersectional social orders (Razack 2004;Taber 2015); they commit to a process of "regendering" to redefine the soldierly identity as inclusive of femininities, mas culinities, women, men, and nonbinary people, as well as racialized, sexual, and linguistic diversity (Duncanson and Woodward 2016); they reframe pro fessionalism around principles of recognition, equality, empathy, care, and respect (Ibid. ); and they examine and work to address inequalities within the military, domestically and internationally.…”

Türk Eğitim Sisteminde Aşırı Militarist Uygulamanın Başlaması (1926-1947)

“…Kişilerin meselelerini çözmede askerî yöntemlerin etkili olduğunu düşünmesi militarist davranışların tanımlanmasında en belirgin durumdur. 7 Militer zihniyet ve davranış toplumun yeme içme alışkanlıklarından giyinme biçimlerine varıncaya kadar her boyutunda hissedilir hale gelir. Militarizm ve eğitimin iş birliği sivillerin potansiyel as- 71-72 • 2016-2017 ker olmalarını öngörür.…”