‘Is there a right time for gender just peace? Feminist anti-war organising revisited’
Korac, M. 2016. ‘Is there a right time for gender just peace? Feminist anti-war organising revisited’. Gender and Education. 28 (3), pp. 431-444.
This paper addresses the question of totalising gender power relations that have led to and shaped the wars of the 1990s in Yugoslavia and the emerging ethno-national states on the ‘periphery’ of Europe. I argue that the same type of gender power relations continue to dominate the region, notably Serbia, and to perpetuate gender inequalities and gender based violence in its many everyday and structural forms, causing profound levels of human insecurity. My analysis aims to set in motion a debate on how to tackle these continuing gender inequalities and GBV in post-war societies. In so doing, I propose a shift from focusing on the hierarchy of victimisation that has characterised much of the feminist analyses, activism and scholarly work in relation to these (and other) conflicts, to a relational understanding of the gendered processes of victimisation in war and peace, that is - of both women and men. Such an approach holds a potential to undermine the power systems that engender these varied types of victimisation by ultimately reshaping the notions of masculinity and femininity, which are central to the gender power systems that generate gender unjust peace.
|Journal||Gender and Education|
|Journal citation||28 (3), pp. 431-444|
|Publisher||Taylor & Francis|
|Accepted author manuscript|
|Digital Object Identifier (DOI)||doi:10.1080/09540253.2016.1169252|
|26 Apr 2016|
|Publication process dates|
|Deposited||17 Mar 2016|
|Accepted||18 Mar 2016|
|Copyright information||This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 26.04.16, available online: http://www.tandfonline.com/10.1080/09540253.2016.1169252|
The version of record of this accepted manuscript appears in 'If not now, when? Feminism in contemporary activist, social and educational contexts': a special issue of Gender and Education.
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