FEMINIST PEACE EDUCATION
| Title | ΦΕΜΙΝΙΣΤΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ ΤΗΣ ΕΙΡΗΝΗΣ / FEMINIST PEACE EDUCATION |
| Code | ΕΠΜ109 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Kyriakos Bonidis |
| Common | No |
| Status | Active |
| Course ID | 600024189 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 4 | 2 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 30
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 4 | 2 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278182
|
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
Course Type 2011-2015
General Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278182
- At the Website of the School:
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=17922
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
The subject of the seminar is the analysis of pacifist philosophical, research and pedagogical discourses articulated by first and second-wave feminists and the contemporary emergent postmodernist feminist discourses.
Students will be able to:
• know, by way of introduction, the discourses of the ("male") Peace Education, the three feminist waves –the first wave of liberal feminists, the second wave of Marxist, radical, socialist, essentialist, and ecologist feminists, and the third wave of poststructuralist feminists– and Feminist Pedagogy, as well as their basic assumptions
• understand the basic concepts and thematic choices of the discourses of Feminist Peace Education
• compare ('male') Peace Education with Feminist Peace Education and identify similarities and differences in their arguments
• state the main assumptions of liberal feminist peace educators
• know the main radical feminist and ecofeminist peace educators and analyse their main assumptions
• understand the peace pedagogical discourses of post-structuralist feminists
• explore contemporary education in the light of radical feminist, ecofeminist, and poststructuralist Peace Education
• imagine, design and implement peace education as proposed by both second and third wave peace feminists (family and pre-school education, school, university and continuing education, curricula, teaching practices, conflict resolution and mediation practices, etc.).
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Learning and research topics, timetable
Introduction: Peace Education. Feminist theory and politics. Fundamental concepts (1st seminar).
MODULE 1: FEMINIST RESEARCH AND PEACE EDUCATION OF MODERNITY
The historicity of the discourses of Feminist Peace Theory and Education from early 20th century onwards.
Α. Women Theory and Peace Education during the First World War and the inter-war period
1. Pacifist discourse of the International Women's Association (Association Internationale des Femmes), the Women's Peace Party (WPP) and the Women's International League for Peace and Freedom (WILPF); 2. liberal pragmatic pedagogical discourse of Jane Addams and Ellen Gates Starr; 3. Hull Houses; 4. discourse analysis of relevant texts by the above feminists (2nd seminar).
B. The first feminist wave: Egalitarian or liberal feminism and liberal Peace Research and Education from the 1960s onwards
1. Introduction: Liberal Feminism and Liberal Peace Research and Education. 2. Basic assumptions and concepts of Liberal Peace Research and Peace Education. 3. Space, time, texts, research and educational practices and technologies of feminist peace liberal education. 5. Discourse analysis of liberal feminist peace pedagogues' texts (3rd seminar).
Γ. Questioning egalitarian or isonomistic feminism and "masculine" theories regarding peace and its absence by second-wave feminists
1. Introduction. 2. The second feminist wave: "Marxist" feminism, "radical" feminism, early radical, cultural radical or strong cultural, weak cultural, socialist, psychoanalytic, essentialist, ecological (or ecofeminism), and matrilineal or social feminism. 3. Key concepts, thematic choices, anthropological, ethical and epistemological assumptions of second movement feminists. 4. Discourse analysis of texts by second movement feminists (4th and 5th seminars).
D. Pacifist philosophical, research and pedagogical discourses of second-wave feminists
1. Elise Boulding's pacifist research and education: the pacifist education's version of simplicity, integrity, equality, community, sustainability and global citizenship. 2. Nel Noddings' philosophical and educational pacifist discourse: a pacifist education's version of the ethics of care. 3. Sara Ruddick's philosophical pacifist discourse: a pacifist version of the politics of maternal thinking. 4. The radical-critical pacifist discourse of Carla Comfortini: a version of a feminist critical Peace Research. 5. The radical-critical pacifist discourse of Betty Reardon and Birgit Brock-Utne: a version of a feminist Critical Peace Education. 6. Ecofeminist Research and Peace Education. Discourse analysis of texts by the above peace feminists (6th, 7th, 8th and 9th seminars).
MODULE TWO: POST-MODERN FEMINIST DISCOURSES - VIOLENCE, PEACE, AGONISTIC-CREATIVE FREEDOM
1. Introduction: Poststructuralist critique of Humanism and the subject, especially by Michel Foucault; complexes of modern forms of power, practices and technologies of governability, social constructionism, deconstruction, "social gender" of feminist researchers and peace educators, third feminist wave, Queer theory, Post-colonial Criticism, contemporary African-American Criticism, global "village", etc. Postmodern Education or Pedagogy, Deconstructive Pedagogy, Pedagogy of Difference 2. Relevant literature and journals. 3. Basic ontological, anthropological, ethical, epistemological and pedagogical assumptions and concepts. Trauma, survival, violence, displacement, event and utopia, the antinomies of subjectivity, otherness, discourse and power. political governance of life. Body as the pre-eminent field of stakes of human and political status. Performativity, recognition, vulnerability, resistance and poetics of emotion in the era of securitization regimes, military and economic violence, racism and neoliberal governance. Ethics of freedom, constant creation of the self in its autonomy as a peaceful subjectivity. 3. space, time, texts, research and educational practices and technologies of criticism, constant reflection and creative self-transformation: discourse analysis, social semiotics, agonistic-creative freedom and agonistic pacifist politics. 4. Discourse analysis of texts by third-wave feminists (10th, 11th, 12th and 13th seminars).
Summing up and evaluation of the course by students (13th seminar).
Educational Material Types
- Notes
- Slide presentations
- Audio
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ✓ | ✓ | ||
| Seminars | 13 | ✓ | ✓ | ✓ | |
| Laboratory Work | 4 | ✓ | ✓ | ||
| Project | 54 | ✓ | ✓ | ||
| Written assigments | 40 | ✓ | ✓ | ✓ | |
| Total | 150 |
Student Assessment
Description
Authentic evaluation
Student Assessment methods
- project, portfolio (Formative, Summative)
Bibliography
Additional bibliography for study
Μπονίδης, Κ. (2023) Παιδαγωγική της Ειρήνης. Ειρηνιστικοί παιδαγωγικοί λόγοι της Νεωτερικότητας. Θεσσαλονίκη: Μεταίχμιο (υπό έκδοση)
Μεταφρασμένη στα Ελληνικά
Αθανασίου, Α. (επιμ.) (2006). Φεμινιστική Θεωρία και πολιτισμική κριτική. Αθήνα: Νήσος.
Arnot, M. (2006). Διαδικασίες αναπαραγωγής του Φύλου: Εκπαιδευτική Θεωρία και φεμινιστικές πολιτικές (μτφ. Χ. Αθανασιάδου & Κ. Δαλακούρα). Αθήνα: Μεταίχμιο.
Butler, J. (2008). Σώματα με σημασία: οριοθετήσεις του «φύλου» στο λόγο (μτφ. Π. Μαρκέτου). Αθήνα: Εκκρεμές.
Butler, J. (2009). Αναταραχή φύλου: φεμινισμός και η ανατροπή της ταυτότητας (μτφ. Γ. Καράμπελας). Αθήνα: Αλεξάνδρεια.
Butler, J. (2022). Η δύναμη της μη βίας (μτφ. Γ. Καράμπελας). Αθήνα: Αλεξάνδρεια.
Butler, J. & Αθανασίου, Α. (επιμ.) (2006). Απ-αλλοτρίωση. Η επιτελεστικότητα στο πολιτικό μτφ. Α. Κιουπκιολής). Αθήνα: Τόπος.
Bryson, V. (2005). Φεμινιστική πολιτική θεωρία (μτφ. Ε. Πανάγου). Αθήνα: Εκκρεμές.
Connell, W.R. (2006). Το κοινωνικό φύλο (μτφ. Ε. Κοτσίφου). Θεσσαλονίκη: Επίκεντρο.
Evans, M. (2004). Φύλο και Κοινωνική θεωρία (μτφ. Α. Κιουπκιολής). Αθήνα: Μεταίχμιο.
Adjei, M. (2019) Women’s participation in peace processes: a review of literature, Journal of Peace Education, 16:2, 133-154, DOI: 10.1080/17400201.2019.1576515
Boulding, E. (1995) Feminist inventions in the art of peacemaking. Peace and Change, 20, 408-434.
Brocke-Utne, B. (1985) Educating for Peace: A Feminist Perspective. New York: Pergamon Press.
Brock-Utne, B. (1989) Feminist Perspectives on Peace and Peace Education. NewYork: Pergamon Press.
Brock-Utne, B. (2000) An analysis of peace and development studies as well as peace education from a feminist perspective (Presented at a joint session between the Peace Education Commission and the Women and Peace Commission at the 18th General IPRA Conference in Tampere, Finland 5–9 August 2000).
Brock-Utne, B. (2009) A gender perspective on peace education and the work for peace. International Review of Education. 55, σσ. 205–220.
Confortini CC (2006) Galtung, violence, and gender: The case for a peace studies/feminism alliance. Peace & Change 31(3): 333–367.
Confortini CC (2012) Intelligent Compassion: Feminist Critical Methodology in the Women’s International League for Peace and Freedom. New York: Oxford University Press.
Harvester, L. & Blenkinsop, S. (2010) Environmental Education and Ecofeminist Pedagogy: Bridging the Environmental and the Social. Canadian Journal of Environmental Education, 15, 120-134.
Harvester, L. (2009) Ecofeminist Pedagogy: Framework for ecosocial justice in education (μτπτχ. διατριβή). Burnaby: Simon Fraser University.
Houde, L.J. & Bullis, C. (1999) Ecofeminist Pedagogy: An Exploratory Case. Ethics and the Environment, Vol. 4, No. 2, pp. 143-174.
Marhia N (2013) Some humans are more human than others: Troubling the “human” in human security from a critical feminist perspective. Security Dialogue, 44(1): 19–35.
Merchant, C. (2005) Ecofeminism. Radical Ecology. Routledge. σσ. 193–221.
Noddings, N. (2010) The Maternal Factor. Two Paths to Morality. University of California Press
Noddings, N. (2011) Peace Education. How We Come to Love and Hate War. Cambridge University Press.
Noddings, N. (2013α) Caring. A Relational Approach to Ethics and Moral Education. University of California Press.
Noddings, N. (2013β) Education and Democracy in the 21st Century. Teachers College Press.
Noddings, N. (επιμ.) (2005) Educating Citizens for Global Awarenes . New York: Teachers College Press.
Noddings, N., Katz, M.S., Strike, K.A. (1999) Justice and Caring: The Search for Common Ground in Education. Professional Ethics in Education series. New York: Teachers College Press.
O’Neill O (1992) Justice, Gender and International Boundaries. In: Attfield R and Wilkins B (eds.) International Justice and the Third World. London: Routledge, pp. 47–72.
Reardon, B. (1982) Militarization, security, and peace education: A Guide for Concerned Citizens. (Valley Forge, PA, United Ministries in Education)
Reardon, B. (1988) Comprehensive peace education. New York and London: Teachers College Press.
Reardon, B. (1991) Feminist Pedagogy and Peace Studies. Benedictines, XLV(I), 11–26.
Reardon, B. (1993) Women and peace. Feminist visions of global security. New York: State University New York.
Reardon, B. (1993). Pedagogy as Purpose: Peace Education in the Context of Violence. In P. Cremin (Ed.), Education for Peace. Limerick, Ireland: Educational Studies Association of Ireland.
Reardon B. A. (1996). Sexism and the war system, New York, Syracuse University Press.
Reardon, B. (1996) Militarism and sexism. Influences on education for war. Στο R.J. Burns, R. Aspeslagh (επιμ.) Three Decades of Peace Education around the World. An Anthology. New York: Routledge.
Reardon, B. (1999) Educating the Educators: The Preparation of Teachers for a Culture of Peace (Vol. 99). Malmo, Sweden: Peace Education Miniprints.
Reardon, B. (2000) Peace Education: A Review and Projection. In R. Moon, M. Ben-Peretz & S. Brown (Επιμ.), Routledge International Companion to Education. London: Routledge.
Reardon, B. (2001) Education for a culture of peace in a gender perspective. Paris: UNESCO.
Reardon, B. & Jenkins, A. (2007) Gender and peace: towards a gender inclusive, holistic perspective. In J. Galtung & C. Webel (Επιμ.) Handbook of peace and conflict studies. New York: Routledge, 209–231.
Reardon, B. (2009) Human Rights Learning: Pedagogies and politics of peace. Paper presented at the UNESCO Chair for Peace Education Master Conference, University of Puerto Rico.
Reardon, B. (2011) Concerns, cautions and possibilities for peace education for political efficacy. In B. W. a. P. Trifonas (Ed.) Critical peace education: difficult dialogue. Cham: Springer Press.
Reardon, B. & Nordland, E. (1994). Learning peace: The promise of ecological and cooperative education, Albany, State University of New York Press.
Reardon, B. & Snauwaert, D. T. (2011) Reflective pedagogy, cosmopolitanism, and critical peace education for political efficacy: A Discussion of Betty A. Reardon’s assessment of the field. In Factis Pax: Journal of Peace Education and Social Justice, 5(1), 1–14.
Reardon, B. & Snauwaert, D. T. (Επιμ.). (2015) Betty A. Reardon: A pioneer in education for peace and human rights. Heidelberg: Springer.
Reardon, B. & Snauwaert, D. T. (Επιμ.). (2015) Betty A. Reardon: Key texts in gender and peace. Heidelberg: Springer.
Reardon, B. & Nordland, E. (επιμ.). (1994). Learning Peace: The Promise of Ecological and Cooperative Education. Albany, NY: State University of New York Press.
Ruddick S (1980) Maternal thinking. Feminist Studies 6: 342–367.
Ruddick S (1995)2 Maternal Thinking: Toward a Politics of Peace. Boston, MA: Beacon Press.
Sheperd L (2008) Gender, Violence and Security: Discourse as Practice. London; New York: Zed Books.
Tickner JA (1992) Gender in International Relations: Feminist Perspectives in Achieving Global Security. New York: Columbia University Press.
Tronto J (2008) Is peacekeeping care work? A feminist reflection on the “responsibility to protect.” In: Whisnant, R, DesAutels, P. (eds) Global Feminist Ethics. Lanham, MD: Rowman & Littlefield, pp. 179–200, pp. 179–200.
True, J., Tickner, J.A. (2018) A Century of International Relations Feminism: From World War One Women’s Peace Pragmatism to the Women, Peace and Security Agenda. International Studies Quarterly, 62(2), 221–233. https://doi.org/10.1093/isq/sqx091
Last Update
31-03-2024
