Dr Marsha Henry COL 5.01M

This course is available on the MSc in Conflict Studies, MSc in Gender, MSc in Gender (Research), MSc in Gender, Development and Globalisation, MSc in Gender, Media and Culture, MSc in Gender, Policy and Inequalities, MSc in Human Rights, MSc in International Development and Humanitarian Emergencies, MSc in International Relations, MSc in International Relations (LSE and Sciences Po), MSc in International Relations (Research) and MSc in International Relations Theory. This course is available as an outside option to students on other programmes where regulations permit.

This course will provide students with an overview of militarisation and its gendered basis and effects. Students will be introduced to social critiques of militarisation; the concept of militarised masculinities; different gendered experiences of conflict, violence and war; 'diversity' issues within a variety of national militaries; representations of gender and terror; peacekeeping; and the politics of peace and anti-militarisation activities.

10 hours of lectures and 10 hours of seminars in the MT.

Essay (1500 words) in the MT and Blog post (250 words) in the MT.

Cockburn, C. (2012) Anti-militarism: political and gender dynamics of peace movements, Palgrave. Sjoberg, L., and S. Via, eds. (2010) Gender, war, and militarism: Feminist perspectives. New York: Praeger Security International Lorentzen, L.A. and Turpin, J. (eds.) (1998) The Women and War Reader, New York University Press. Zillah Eisenstein. (2007). Sexual Decoys: Gender, Race, and War in Imperial Democracy. London, UK: Zed Books. Cynthia Enloe. (2000). Maneuvers: The International Politics of Militarizing Women's Lives. Berkeley, CA: University of California Press. Robin Riley and Naeem Inayatullah. (2006). Interrogating Imperialism: Conversations on Gender, Race, and War. New York, NY: Palgrave Macmillan.

Project (100%, 4000 words) in the LT.

This will be combination essay and diary.

This course is a mix of feminist critical military studies and gender and IR and has an essay-diary as the sole assessment.  The current assessment came about because students were writing engaging blogs and drawing on a range of popular sources for inspiration and the analytical work was not being formally recognised.