This anthology provides fresh theorization of gendered dimensions of learning, war, and violence, with a view to offering new insights on the impact of violence on women's learning and well being. The collection is an important contribution to emerging interdisciplinary approaches to the role and effectiveness of civil society, especially women's NGOs, working in war and post-conflict zones, and to the relationship between neoliberal, global ?feminist? projects and the re-emergence of colonial and imperial feminisms. This collection is also an exploration of the plausibility of current peace education strategies augmenting the political and leadership role of women and their civic engagement.

This collection is designed to create a space for conversation across disciplines on such issues as how to advance our conceptualization of gender-related education and conflict; how to provide empirically-based case studies and transnational analyses that improves our understanding of the impact of war and violence on women's learning; and how to contribute to national and international policy analyses to improve education for women and girls, through related policy reforms or humanitarian aid programs in post-war reconstruction efforts.

This book was published as a special issue in the International Journal of Lifelong Education.

This anthology provides fresh theorization of gendered dimensions of learning, war, and violence, with a view to offering new insights on the impact of violence on women's learning and well being. The collection is an important contribution to emerging interdisciplinary approaches to the role and effectiveness of civil society, especially women's NGOs, working in war and post-conflict zones, and to the relationship between neoliberal, global 'feminist' projects and the re-emergence of colonial and imperial feminisms. This collection is also an exploration of the plausibility of current peace education strategies augmenting the political and leadership role of women and their civic engagement. This collection is designed to create a space for conversation across disciplines on such issues as how to advance our conceptualization of gender-related education and conflict; how to provide empirically-based case studies and transnational analyses that improves our understanding of the impact of war and violence on women's learning; and how to contribute to national and international policy analyses to improve education for women and girls, through related policy reforms or humanitarian aid programs in post-war reconstruction efforts. This book was published as a special issue in the International Journal of Lifelong Education.

Revolutionary Learning explores the Marxist and feminist theorisation of dialectics, praxis and consciousness in education and learning. Moving beyond previous books on Marxism and education, which tend to focus on the reproductive nature of educational institutions, this groundbreaking text draws upon work by leading feminist, anti-racist and anti-colonial scholars in its exploration of the key philosophical concepts that build the Marxist analysis of learning. Alongside chapters dealing with adult education, institutional ethnography and the promotion of civic engagement, the authors also reassess the contributions of Marx, Gramsci and Freire to educational theory. Adopting an innovative and explicitly feminist perspective, they relocate these theorists' Marxist analyses of education into a more complex relation to patriarchal and imperialist capitalism. With significant implications for critical education scholarship, research and practice, Revolutionary Learning's importance lies not only in its contribution to theory, but its extension into pedagogical practice with special attention to how a revolutionary critique of ideology is taken up by educators in their daily work.

This book approaches migration from Marxist feminist, anti-imperialist, and anti-colonial perspectives. The present conditions of transnational migration, best described as a kind of social expulsion, include migrant caravans and detained unaccompanied children in the United States, thousands of migrant deaths at sea, the razing of self-organized refugee camps in Greece, and the massive dispersal of populations within and between countries. Placing patriarchal capitalism, imperialism, racialization, and fundamentalisms at the center of the analysis, Marxism and Migration helps build a more coherent and historically-informed discussion of the conditions of migration, resettlement, and resistance. Drawing upon a range of academic disciplines and diverse geopolitical regions, the book rethinks migrations from the vantage point of class struggle and seeks to ignite a more robust discussion of critical consciousness, racialization, militarization, and solidarity.

Women of color remain arguably the most economically, politically, and socially marginalized group in the United States and the Third World. In Spoils of War, a diverse group of distinguished contributors suggest that acts of aggression resulting from the racism and sexism inherent in social institutions can be viewed as a sort of 'war, ' experienced daily by women of color.

"Despite Canada's claim to be a gender equitable nation, militarism continues to function in ways that protect inequality." -from the Introduction Little has been done to examine, critique, and challenge the ways ingrained societal ideas of militarism and gender influence lifelong learning patterns and practices of Canadians. Editor Nancy Taber and ten other contributors explore reasons why Canadian educators should be concerned with how learning, militarism, and gender intersect. Readers may be surprised to discover how this reaches beyond the classroom into the everyday lessons, attitudes, and habits that all Canadians are taught, often without question. Pushing the boundaries of education theory, research, and practice, this book will be of particular interest to feminist, adult, and teacher educators and to scholars and students of education, the military, and women's and gender studies. Contributors: Mark Anthony Castrodale, Gillian L. Fournier, Andrew Haddow, Cindy L. Hanson, Laura Lane, Jamie Magnusson, Robert C. Mizzi, Shahrzad Mojab, Snezana Ratkovic, Roger Saul, Nancy Taber.

Revolutionary Learning explores the Marxist and feminist theorisation of dialectics, praxis and consciousness in education and learning. Moving beyond previous books on Marxism and education, which tend to focus on the reproductive nature of educational institutions, this groundbreaking text draws upon work by leading feminist, anti-racist and anti-colonial scholars in its exploration of the key philosophical concepts that build the Marxist analysis of learning. Alongside chapters dealing with adult education, institutional ethnography and the promotion of civic engagement, the authors also reassess the contributions of Marx, Gramsci and Freire to educational theory. Adopting an innovative and explicitly feminist perspective, they relocate these theorists' Marxist analyses of education into a more complex relation to patriarchal and imperialist capitalism. With significant implications for critical education scholarship, research and practice, Revolutionary Learning's importance lies not only in its contribution to theory, but its extension into pedagogical practice with special attention to how a revolutionary critique of ideology is taken up by educators in their daily work.

Global events, from economic crisis to social unrest and militarization, disproportionately affect women. Yet around the world it is also women who are leading the struggle against oppression and exploitation. In light of renewed interest in Marxist theory among many women activists and academics, Marxism and Feminism presents a contemporary and accessible Marxist-feminist analysis on a host of issues. It reassesses previous debates and seeks to answer pressing questions of how we should understand the relationship between patriarchy and capitalism, and how we can envision a feminist project which emancipates both women and society. With contributions from both renowned scholars and new voices, Marxism and Feminism is set to become the foundational text for modern Marxist-feminist thought.

Women and War in the Middle East provides a critical examination of the relationship between gender and transnationalism in the context of war, peace-building and post-conflict reconstruction in the Middle East. Critically examining the ways in which the actions of various local and transnational groups - including women's movements, diaspora communities, national governments, non-governmental actors and multilateral bodies - interact to both intentionally and inadvertantly shape the experiences of women in conflict situations, and determine the possibilities for women's participation in peace-building and (post)-conflict reconstruction, as well as the longer-term prospects for peace and security. The volume pays particular attention to the ways in which gender roles, relations and identities are constructed, negotiated and employed within transnational social and political fields in the conflict and post-conflict situations, and their particular consequences for women. Contributions focus on the two countries with the longest experiences of war and conflict in the Middle East, and which have been subject to the most prominent international interventions of recent years - that is, Iraq and the Occupied Palestinian Territories. Issues addressed by contributors include the impact of gender mainstreaming measures by international agencies and NGOs upon the ability of women to participate in peace-building and post-conflict resolution; the consequences for gender relations and identities of the US-led invasion and occupation of Iraq; and how transnational feminist movements can most effectively support peace building and women's rights in the region. Based entirely on original empirical research. Women and War in the Middle East brings together some of the foremost scholars in the areas of feminist international relations, feminist international political economy, anthropology, sociology, history and Middle East studies.