Pub Date : 2023-09-02DOI: 10.1080/13552074.2023.2249767
Deborah Eade
{"title":"Becoming Young Men in a New India: Masculinities, Gender Relations, and Violence in the Postcolony","authors":"Deborah Eade","doi":"10.1080/13552074.2023.2249767","DOIUrl":"https://doi.org/10.1080/13552074.2023.2249767","url":null,"abstract":"","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"195 1","pages":"752 - 755"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/13552074.2023.2268393
Lina Abou-Habib, Carla Akil, Cynthia Chidiac
{"title":"A flurry of feminist knowledge production in the SWANA region and the emergence of a robust young intersectional movement","authors":"Lina Abou-Habib, Carla Akil, Cynthia Chidiac","doi":"10.1080/13552074.2023.2268393","DOIUrl":"https://doi.org/10.1080/13552074.2023.2268393","url":null,"abstract":"","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"33 1","pages":"479 - 494"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/13552074.2023.2271280
Ravikant Kisana, Durga Hole
ABSTRACT Gayatri Spivak, Partha Chatterjee, and many other Dwij-Savarna (‘upper caste’) academics from historically privileged ‘Dwij-Savarna’ Indian castes like Brahmins pioneered subaltern studies in the context of South Asian studies. Their thrust towards decolonising led to an epistemic de-centring of Western hegemony in knowledge production on behalf of marginalised ‘subalterns’. However, Umesh Bagade points out that caste is not a homogenising identity and the politics of ‘Dwij-Savarna’ scholars themselves must be interrogated through an epistemic lens. With the exception of Sharmila Rege, very few Dwij-Savarna feminists have interrogated their caste privileges with respect to gender studies. As a result, a vast majority of gender studies work in India invisibilises epistemically the experienced marginality of women from oppressed castes and tribes. One such discipline where this is particularly visible is prison studies, where the scholars come from privileged ‘Dwij-Savarna’ communities and interrogate the social issues of the incarcerated who come predominantly from marginalised caste backgrounds. Our research interviews five leading Dwij-Savarna prison studies scholars who dialogue with intersections of carcerality and women’s issues. We engage with them about their work and conceptual perspectives on the role of caste, particularly in the context of gender. The researchers found that the Dwij-Savarna scholarship largely overlooks caste and refuses to engage with vulnerability and marginality issues emanating from caste locations within the prison system, doubly invisibilising the lives and narratives of the caste-oppressed women inside.
{"title":"‘Yes caste is important, (but)’: examining the knowledge-production assemblage of Dwij-Savarna scholarship as it invisibilises caste in the context of women’s prisons in India","authors":"Ravikant Kisana, Durga Hole","doi":"10.1080/13552074.2023.2271280","DOIUrl":"https://doi.org/10.1080/13552074.2023.2271280","url":null,"abstract":"ABSTRACT Gayatri Spivak, Partha Chatterjee, and many other Dwij-Savarna (‘upper caste’) academics from historically privileged ‘Dwij-Savarna’ Indian castes like Brahmins pioneered subaltern studies in the context of South Asian studies. Their thrust towards decolonising led to an epistemic de-centring of Western hegemony in knowledge production on behalf of marginalised ‘subalterns’. However, Umesh Bagade points out that caste is not a homogenising identity and the politics of ‘Dwij-Savarna’ scholars themselves must be interrogated through an epistemic lens. With the exception of Sharmila Rege, very few Dwij-Savarna feminists have interrogated their caste privileges with respect to gender studies. As a result, a vast majority of gender studies work in India invisibilises epistemically the experienced marginality of women from oppressed castes and tribes. One such discipline where this is particularly visible is prison studies, where the scholars come from privileged ‘Dwij-Savarna’ communities and interrogate the social issues of the incarcerated who come predominantly from marginalised caste backgrounds. Our research interviews five leading Dwij-Savarna prison studies scholars who dialogue with intersections of carcerality and women’s issues. We engage with them about their work and conceptual perspectives on the role of caste, particularly in the context of gender. The researchers found that the Dwij-Savarna scholarship largely overlooks caste and refuses to engage with vulnerability and marginality issues emanating from caste locations within the prison system, doubly invisibilising the lives and narratives of the caste-oppressed women inside.","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"58 1","pages":"323 - 337"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/13552074.2023.2261765
Nithila Kanagasabai
ABSTRACT While there is a multitude of academic work with respect to cross-border collaborations between South Asian countries and the US, almost all of it is produced by scholars located in US universities, either as tenured faculty or as doctoral students. Much of this work is predicated upon the access these scholars have to stakeholders in both countries, which is dependent on the predominantly one-way flow of gaze/theory from the global North. Based on in-depth interviews with Indian doctoral scholars enrolled in Women’s Studies and allied disciplines in universities in the US, but whose research fields are in India, this paper examines the ways in which coloniality structures the knowledges thus produced. Particularly, it examines how the construction of the ‘field’ is contingent upon complex processes such as visa regimes, funding opportunities to travel, and disciplinary framings. It argues that despite the increased focus on a globalised academia and movement of scholars and students around the world, material inequities continue to frame certain locations as ‘forever fields’. Finally, unpacking the politics of mapping a field, it poses the possibility of activating a disruption in the ways in which the category ‘field’ is perceived.
{"title":"Forever fields: studying knowledge practices in the global North: a view from the global South","authors":"Nithila Kanagasabai","doi":"10.1080/13552074.2023.2261765","DOIUrl":"https://doi.org/10.1080/13552074.2023.2261765","url":null,"abstract":"ABSTRACT While there is a multitude of academic work with respect to cross-border collaborations between South Asian countries and the US, almost all of it is produced by scholars located in US universities, either as tenured faculty or as doctoral students. Much of this work is predicated upon the access these scholars have to stakeholders in both countries, which is dependent on the predominantly one-way flow of gaze/theory from the global North. Based on in-depth interviews with Indian doctoral scholars enrolled in Women’s Studies and allied disciplines in universities in the US, but whose research fields are in India, this paper examines the ways in which coloniality structures the knowledges thus produced. Particularly, it examines how the construction of the ‘field’ is contingent upon complex processes such as visa regimes, funding opportunities to travel, and disciplinary framings. It argues that despite the increased focus on a globalised academia and movement of scholars and students around the world, material inequities continue to frame certain locations as ‘forever fields’. Finally, unpacking the politics of mapping a field, it poses the possibility of activating a disruption in the ways in which the category ‘field’ is perceived.","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"47 1","pages":"399 - 416"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/13552074.2023.2255056
Reny Iskander
ABSTRACT This research analyses the way in which the majority of the formal school education system in the SWANA region reproduces and reinforces gender stereotypes. Through a discussion of the idea of feminist pedagogy and comparing it to classroom practices in predominant public education, it becomes clear that feminist pedagogy is almost absent from schools in most countries of the region. I interviewed ten women who received their school education within different countries of the region, and employ their lived experiences as a primary source of data to support the argument of this research. It is essential to highlight that said formal education systems are beginning to change in some countries of the region, for instance, the Moroccan education system has introduced a gender equality curriculum. However, there is currently no published research on the implementation methods and viability of such initiatives. Finally, this research displays a few feminist platforms and podcasts that aim to spread feminist knowledge to fill in the gap created by formal education in terms of gender equality.
{"title":"Feminist initiatives in the SWANA region: fighting the patriarchal education with feminist knowledge","authors":"Reny Iskander","doi":"10.1080/13552074.2023.2255056","DOIUrl":"https://doi.org/10.1080/13552074.2023.2255056","url":null,"abstract":"ABSTRACT This research analyses the way in which the majority of the formal school education system in the SWANA region reproduces and reinforces gender stereotypes. Through a discussion of the idea of feminist pedagogy and comparing it to classroom practices in predominant public education, it becomes clear that feminist pedagogy is almost absent from schools in most countries of the region. I interviewed ten women who received their school education within different countries of the region, and employ their lived experiences as a primary source of data to support the argument of this research. It is essential to highlight that said formal education systems are beginning to change in some countries of the region, for instance, the Moroccan education system has introduced a gender equality curriculum. However, there is currently no published research on the implementation methods and viability of such initiatives. Finally, this research displays a few feminist platforms and podcasts that aim to spread feminist knowledge to fill in the gap created by formal education in terms of gender equality.","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"34 1","pages":"439 - 454"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/13552074.2023.2264640
Andrea Lira, Andrea Barría, A. Muñoz-García
ABSTRACT Constructing academic knowledge in and from the global South is riddled with negotiations of oneself, our collectivities, and the demands of productivity. In our activism in and outside academia, gender knowledge emerges like grass: unpredictable, collective, abundant, messy. In policy and higher education, the field is limited by the credentials of expertise with all the restrictions, pressures, and limitations of higher education and its demands for publication. Gender studies is currently a contested field, facing attacks from across the political spectrum that question its rigour, ethics, and very nature. In this context, rooted in our concern for how we construct gender knowledge and the continued colonial consequences of academia, we reflect on our own negotiation processes and offer our methodologies of creativity and play as a way to evade the limits of expertise. Inspired by Deleuze and Guattari’s concept of rhizomes as well as MacLure’s call to wonder, we examine the intersections of our experiences and our positionalities in and with the academic spaces we inhabit, to discuss methodologies in knowledge construction. We look at how these methodologies allow us to map contradictions and tensions in the construction of knowledge between the arboreal forms of what is considered knowledge and the other that is possible, born from where we have been cut, the phantom members of the decolonial ghost.
{"title":"Gender knowledge, territorialising the rhizome, and playing with creative methods","authors":"Andrea Lira, Andrea Barría, A. Muñoz-García","doi":"10.1080/13552074.2023.2264640","DOIUrl":"https://doi.org/10.1080/13552074.2023.2264640","url":null,"abstract":"ABSTRACT Constructing academic knowledge in and from the global South is riddled with negotiations of oneself, our collectivities, and the demands of productivity. In our activism in and outside academia, gender knowledge emerges like grass: unpredictable, collective, abundant, messy. In policy and higher education, the field is limited by the credentials of expertise with all the restrictions, pressures, and limitations of higher education and its demands for publication. Gender studies is currently a contested field, facing attacks from across the political spectrum that question its rigour, ethics, and very nature. In this context, rooted in our concern for how we construct gender knowledge and the continued colonial consequences of academia, we reflect on our own negotiation processes and offer our methodologies of creativity and play as a way to evade the limits of expertise. Inspired by Deleuze and Guattari’s concept of rhizomes as well as MacLure’s call to wonder, we examine the intersections of our experiences and our positionalities in and with the academic spaces we inhabit, to discuss methodologies in knowledge construction. We look at how these methodologies allow us to map contradictions and tensions in the construction of knowledge between the arboreal forms of what is considered knowledge and the other that is possible, born from where we have been cut, the phantom members of the decolonial ghost.","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"194 1","pages":"661 - 681"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The international development sector has witnessed an increasing shift towards programming focused on feminist goals and Indigenous inclusion over the past decade. In this context, the government of Canada under Prime Minister Justin Trudeau’s leadership has branded itself a feminist and progressive leader in the sector. Canada launched its Feminist International Assistance Policy (FIAP), as well as pledged 100 million dollars to small and medium-sized civil society organisations over five years to renew the government’s relationship with Indigenous peoples at home and abroad. These commitments contextualise Canada’s International Aboriginal Youth Internship (IAYI) initiative, where eight organisations have been funded to offer Indigenous Canadian youth professional experience in the international development sector. Indigenous youth, as the programme’s objectives make clear, are expected to act as good ‘Canadian global citizens’ and, in so doing, gain labour market experience that prepares them for employment or education post-internship. This article is sceptical of the IAYI’s objectives, ones that seek to include Indigenous peoples into a historically colonial field without regard for Indigenous peoples’ well-being and knowledge before, during, and after the programme. Drawing on decolonial, Indigenous, and feminist theoretical frameworks, this article undertakes a disruptive discursive analysis of the IAYI. We illuminate how the programme engages in the instrumentalisation of Indigenous youth, superficially celebrating their potential as global citizens, but ultimately leveraging this inclusion to bolster Canada’s international image abroad. Nevertheless, through previous interns’ experiences with the programme, we aim to humbly suggest transformative possibilities for the IAYI.
{"title":"Indigenous youth and international development: a decolonial analysis of Canada's International Aboriginal Youth Internship programme","authors":"Lindsay Robinson, Brianna Parent-Long, Lilianna Coyes-Loiselle","doi":"10.1080/13552074.2023.2261764","DOIUrl":"https://doi.org/10.1080/13552074.2023.2261764","url":null,"abstract":"ABSTRACT The international development sector has witnessed an increasing shift towards programming focused on feminist goals and Indigenous inclusion over the past decade. In this context, the government of Canada under Prime Minister Justin Trudeau’s leadership has branded itself a feminist and progressive leader in the sector. Canada launched its Feminist International Assistance Policy (FIAP), as well as pledged 100 million dollars to small and medium-sized civil society organisations over five years to renew the government’s relationship with Indigenous peoples at home and abroad. These commitments contextualise Canada’s International Aboriginal Youth Internship (IAYI) initiative, where eight organisations have been funded to offer Indigenous Canadian youth professional experience in the international development sector. Indigenous youth, as the programme’s objectives make clear, are expected to act as good ‘Canadian global citizens’ and, in so doing, gain labour market experience that prepares them for employment or education post-internship. This article is sceptical of the IAYI’s objectives, ones that seek to include Indigenous peoples into a historically colonial field without regard for Indigenous peoples’ well-being and knowledge before, during, and after the programme. Drawing on decolonial, Indigenous, and feminist theoretical frameworks, this article undertakes a disruptive discursive analysis of the IAYI. We illuminate how the programme engages in the instrumentalisation of Indigenous youth, superficially celebrating their potential as global citizens, but ultimately leveraging this inclusion to bolster Canada’s international image abroad. Nevertheless, through previous interns’ experiences with the programme, we aim to humbly suggest transformative possibilities for the IAYI.","PeriodicalId":12515,"journal":{"name":"Gender & Development","volume":"5 1","pages":"683 - 703"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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