Suchergebnisse

Female genital mutilation ([FGM] cutting or surgery) is an issue that epitomizes the changing nature of incorporating gender in teaching international relations. Put simply, by increasing our attention to issues of concerns to women, like FGM, in international relations classrooms & texts, we begin to recognize the importance of these to the study of international relations (IR). Yet without paying attention to how these issues reflect on the nature & directions of international relations, we run the risk of sensationalizing or trivializing complicated issues like FGM & limiting our understanding of the interplay between gender, race, class, ability, & international relations. This article explores several different approaches used to incorporate gender in international relations teaching, including some analysis of texts, including: "see no evil, hear no evil & teach no evil," "add women & stir," "multiple paradigms," & creating gendered IR. It suggests that until we use an integrative & transformative approach to gender in our teaching, we will continue to marginalize gender concerns. In the final section, the article discusses the challenges of resources & cultural narrowness & challenges to pedagogy when incorporating gender in international relations teaching. 1 Table, 38 References. Adapted from the source document.