Researching War provides a unique overview of varied feminist contributions to the study of war through case studies from around the world. Written by well-respected scholars, each chapter explicitly showcases the role of feminist methodological, ethical and political commitments in the research process. Designed to be useful for teaching also, the book provides insight into feminist research practices for students and scholars wanting to further their understanding what it means to study war (and other issues) from a feminist perspective. To this end, every author follows a four-part structure in the presentation of their case study: outlining a research puzzle, explaining the chosen approach, describing the findings and, finally, offering a reflection on the feminist commitments that guided the research. This book: Provides a multi-disciplinary perspective on war by drawing on disciplines such as anthropology, history, literature, peace research, postcolonial theory, queer studies, security studies, and women's studies; Showcases a multiplicity of experiences with war and violence, emphasizing everyday experiences of war and violence with accounts from around the world; Challenges stereotypical accounts of women, violence, and war by pointing to contradictions and unexpected continuities as well as unexpected findings made possible by adopting a feminist perspective; Teases out linkages between various forms of political violence (against women, but increasingly also by women); Discusses theoretical and methodological innovation in feminist research on war. This book will be essential reading for advanced students and scholars of Security Studies, Gender and Conflict, Women and War, Feminist International Relations and Research Methods.

This book rethinks security theory from a feminist perspective -- uniquely, it engages feminism, security, and strategic studies to provide a distinct feminist approach to Security Studies. The volume explicitly works toward an opening up of security studies that would allow for feminist (and other) narratives to be recognized and taken seriously as security narratives. To make this possible, it presents a feminist reading of security studies that aims to invigorate the debate and radicalize critical security studies. Since feminism is a political project, and security studies are, at their base, about particular visions of the political and their attendant institutions, this is of necessity a political intervention. The book works through and beyond security studies to explore possible spaces where an opening of security, necessary to make way for feminist insights, can take place. While it develops and illustrates a feminist narrative approach to security, it is also intended as an intervention that challenges the politics of security and the meanings for security legitimized in existing practices. This book provides develops a comprehensive framework for the emerging field of feminist security studies and will be of great interest to students and scholars of feminist IR, critical security studies, gender studies and IR and security studies in general.

This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher's role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.

Researching War provides a unique overview of varied feminist contributions to the study of war through case studies from around the world. Written by well-respected scholars, each chapter explicitly showcases the role of feminist methodological, ethical and political commitments in the research process. Designed to be useful for teaching also, the book provides insight into feminist research practices for students and scholars wanting to further their understanding what it means to study war (and other issues) from a feminist perspective. To this end, every author follows a four-part structure in the presentation of their case study: outlining a research puzzle, explaining the chosen approach, describing the findings and, finally, offering a reflection on the feminist commitments that guided the research. This book: Provides a multi-disciplinary perspective on war by drawing on disciplines such as anthropology, history, literature, peace research, postcolonial theory, queer studies, security studies, and women's studies; Showcases a multiplicity of experiences with war and violence, emphasizing everyday experiences of war and violence with accounts from around the world; Challenges stereotypical accounts of women, violence, and war by pointing to contradictions and unexpected continuities as well as unexpected findings made possible by adopting a feminist perspective; Teases out linkages between various forms of political violence (against women, but increasingly also by women); Discusses theoretical and methodological innovation in feminist research on war. This book will be essential reading for advanced students and scholars of Security Studies, Gender and Conflict, Women and War, Feminist International Relations and Research Methods.

This book rethinks security theory from a feminist perspective - uniquely, it engages feminism, security, and strategic studies to provide a distinct feminist approach to security studies. The volume explicitly works toward an opening up of security studies that would allow for feminist (and other) narratives to be recognized and taken seriously as security narratives. To make this possible, it presents a feminist reading of security studies that aims to invigorate the debate and radicalize critical security studies. Since feminism is a political project, and security studies are, at their base, about particular visions of the political and their attendant institutions, this is of necessity a political intervention. The book works through and beyond security studies to explore possible spaces where an opening of security, necessary to make way for feminist insights, can take place. While it develops and illustrates a feminist narrative approach to security, it is also intended as an intervention that challenges the politics of security and the meanings for security legitimized in existing practices. This book provides develops a comprehensive framework for the emerging field of feminist security studies and will be of great interest to students and scholars of feminist IR, critical security studies, gender studies and IR and security studies in general.

This comprehensive volume on teaching peace and war demonstrates that our choice of pedagogy, or the way we structure a curriculum, must be attentive to context. Pedagogical strategies that work with one class may not work in another, whether over time or across space and different types of institutions, regardless of the field of study. This book offers insight on how to address these issues. The chapters contain valuable information on specific lessons learned and creative pedagogies developed, as well as exercises and tools that facilitate delivery in specific classrooms. The authors address a wide range of challenges related to broader questions on what teachers are trying to achieve when teaching about peace and war, including reflections on the teacher's role as a facilitator of knowledge creation. This collection offers a valuable reference for scholars and instructors on structuring peace and war curricula in different global contexts and pedagogical strategies for a variety of classrooms. The chapters in this book were originally published in the journal Peace Review.