Suchergebnisse

This book examines how the Security Council has approached issues of gender equality since 2000. Written by academics, activists and practitioners the book challenges the reader to consider how women's participation, gender equality, sexual violence and the prevalence of economic disadvantages might be addressed in post-conflict communities

Security Council resolution 1325 was a landmark in collective security, making the link between women's security and international peace and security. This book argues it is time to rethink the way the women, peace and security framework has impacted on peacekeeping, gender equality and collective security, drawing lessons from past practices and re-framing gender perspectives. From the hyper visibility of sexual violence to strategies for 'counting the women', this book considers the limitations of the contemporary women, peace and security agenda. It urges for a renewed structure that returns to the anti-militarist agenda associated with feminist thinking and one that recognises and responds to women's diversity and takes seriously the dangers of pursing peace through the Security Council.

The papers collected in this edition of The Legal Education Review were all presented at the second Feminist Legal Academics Workshop which was held at the Australian National University on February 23 and 24, 1995. The conference was attended by approximately 80 feminist academics and public servants from Australia, New Zealand, Canada, and Japan, and represented an extraordinarily successful gathering of feminists involved in the teaching and administration of the law. The large and enthusiastic attendance was clearly a symptom of the growing awareness among legal academics of the importance of gender-sensitive reform of the traditional law curriculum. The prevailing context, however, is also one in which traditional law teaching has been identified by the Federal Government as a major contributor to inequality before the law. Combined with current developments in legal pedagogy — including what has been called a "shifting paradigm" in thinking about the law — the conditions are conducive to major changes in legal education.