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TBA

A short story about a military woman struggling with family, career, and PTSD. Her perspective on her situation shifts when she visits the Canadian Museum of Human Rights with her young son. ; Il s'agit d'une nouvelle au sujet d'une femme militaire aux prises avec sa famille, sa carrière et l'ESPT. Son regard sur sa situation évolue à l'occasion d'une visite au Musée canadien pour les droits de la personne avec son jeune fils.

In 2015, an external review into sexual harassment and misconduct in the Canadian Armed Forces (CAF), conducted by former Supreme Court Justice Marie Deschamps, found that there was a sexualized culture in the organization. In light of this report, much attention has been (rightly) focused on women, and there is a large body of research exploring the related experiences of women in the CAF. What is less examined is the way in which sexual harassment and its related misconduct is gendered within the organization, and how it marginalizes those women and men in the CAF who do not conform to a warrior narrative. In this article, I focus on the ways in which military masculinities and femininities are performed in the CAF. I argue that it is important to understand how women and men who do not perform expected and accepted forms of masculinity (and femininity) are marginalized. I examine masculinity in the CAF from historical and contemporary perspectives. Problematizing men's service through the lens of masculinity can help in understanding how gender operates for men and women, as well as for those who do not fit that binary; this, in turn, can help inform cultural change in response to Deschamps.

This article discusses a feminist discourse analysis that explores the ways in which discourses of learning interact with discourses of militarism at four Canadian civilian universities named for military leaders. I discuss how this particular research topic became apparent to me and explore the current national context where it can be argued that Canada is exchanging an identity of a peace-making country for one of war-making. I examine literature that connects education with militarism, taking a feminist anti-militarist approach, and discuss issues relating to academic freedom in critiquing one's own institution. I explain my methodology and detail my findings, concluding that educators should continue to contest gendered militarism in higher education and society. ; Dans cet article, j'analyse le discours féministe en mettant en parallèle les discours d'apprentissage et les discours militaristes de quatre universités civiles canadiennes portant le nom de chefs militaires. J'explique comment ce sujet de recherche particulier m'est apparu comme une évidence. J'explore également le contexte national actuel et soutiens comment le Canada mue de son identité de pays pacifiste en un pays militariste. J'étudie la documentation qui relie l'éducation au militarisme, adoptant ainsi une approche féministe antimilitariste, puis je discute de questions portant sur la liberté académique en évaluant mon propre établissement universitaire. J'explique ma méthodologie et présente le résultat de mes recherches en concluant que les éducateurs doivent continuer à contester le militarisme sexospécifique dans le domaine de l'éducation supérieure ainsi que dans la société en général.

This paper describes an analytic autoethnographical research study focusing on experiences developing, delivering, and evaluating course content critiquing war from a feminist anti-militarist perspective. It discusses the difficulty of challenging societal notions as relates to gendered militarism in post- secondary classrooms at undergraduate, graduate, and postgraduate levels. Thematic findings from the research include: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of not only interrogating the educational experiences of post-secondary professors, but of connecting them to complex sociocultural educational issues related to war, militarism, and gender.

In this article, I discuss the methodological issues arising from both my research aims and my research context of a western national defence force. First, I discuss the uniqueness of my research context and the issues that arise when organizational access is required from a hierarchical government institution. Second, I discuss the main tenets of institutional ethnography (IE) as developed by Dorothy Smith, exploring how it was ideal for my research at the same time as it presented specific methodological challenges. Third, I explain how I overcame these challenges by using autoethnography and narrative as methods to obtain entry-level IE data. I argue that research methodologies are constantly evolving. Researchers must continually push methodological boundaries in order to address research questions that cannot be explored with traditional methods.

This article discusses the ways in which specific Canadian military policies work as boss texts that construct a gendered narrative of the military as a way of life. This narrative is perpetuated through the ideological codes of duty, honour, and service before self. Résumé Cet article discute des façons dont des politiques militaires canadiennes spécifiques fonctionnent comme textes modèles qui construisent une narration du militaire basé sur la différence entre les hommes et les femmes comme un mode de vie. Cette narration est perpétuée par le truchement de codes de devoir idéologiques, de l'honneur, et du service avant soi-même.