The hidden curriculum in military schools

Kozina, Andrija

doi:10.35467/sdq/134903

Cited by 1 publication

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“…Professional Military Education institutions are not immune to the effects of hidden curriculum. As recent research suggests, structural and cultural inequalities have been identified in military schools (Kozina, 2015;Jansen and Kramer, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating gender and cultural perspectives in Canada’s Professional Military Education: transforming military culture through informed leadership

Brown¹

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This dissertation investigates and invests in the possibility for feminist transformational change within militaries as well as the potential for militaries to be 'forces for good.' The research considers whether militaries can contribute to feminist progress and work towards the cultural inclusion of diverse members within militaries due to personnel's exposure to gender and cultural perspectives within Professional Military Education. The project narrows its investigation to the mid-to-senior graduate level education of Canadian military officers within the Joint Command and Staff Programme at Canadian Forces College. It applies post-modern feminist, intersectional and militarized masculinities theories to understand the military learning environment and to analyze the inclusion and reception of critical theory by military learners. The research draws on I wrote this dissertation in my home office in Toronto, situated on the traditional territory of many Indigenous nations including the Mississaugas of the Credit, the Anishnabeg, the Chippewa, the Haudenosaunee and the Wendat peoples. My place of work and residence falls under Treaty 13 referred to as the Toronto Purchase negotiated between the Mississaugas of the Credit and the Crown. Indigenous peoples of this land are its longstanding guardians. As a person of settler colonial heritage, I benefit from the land, its communities of people, and their knowledge. I acknowledge these privileges and am committed to supporting the ongoing stewardship of Turtle Island and Toronto by diverse First Nations, Inuit, and Metis peoples.I dedicate this dissertation to my late father, John Brown. My Papa taught me to learn from the perspectives of others, to listen, and to never, never, ever, give up. This project was possible due to the love and support of my father and so many people, especially my family. To my late stepfather Gerry Wapnah, I love you and miss you every day. To my mother, Katherine Brown, thank you for your love. Thank you also for your belief in me and for reminding me that this project is about changing the world for the better, one step at a time. I am thankful and blessed to have another mom, Tena Byvelds, whose long talks and comfort helped me to push forward, no matter the obstacle. This year has been especially hard Tena, but your encouragement helped me to make good on my promise to you and Papa.To my steadfast, always patient and kind husband. Thank you for your love, humour, and willingness to share your sage wisdom on "just one more paragraph of the thesis." Through the ups and downs, you were there to cheer me on, to give the best hugs and to laugh with me. I am grateful also to Iman, Kathy, Michael and Adam for helping me so much throughout this journey. To Rose,

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Section: Introductionmentioning

confidence: 99%

Integrating gender and cultural perspectives in Canada’s Professional Military Education: transforming military culture through informed leadership

Brown¹

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The hidden curriculum in military schools

Cited by 1 publication

References 4 publications

Integrating gender and cultural perspectives in Canada’s Professional Military Education: transforming military culture through informed leadership

Integrating gender and cultural perspectives in Canada’s Professional Military Education: transforming military culture through informed leadership

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