Pub Date : 2023-01-24DOI: 10.1017/S1743923X22000447
Shereen Abouelnaga
Teaching gender politics in the Middle East and North Africa (MENA) is often marked by pedagogical, sociocultural, and political challenges. In the MENA context, the effects of authoritarian politics, conservative cultural understanding of gender relations, and neoliberal policies intersect in the classroom. Amid such a charged setting, applying a feminist pedagogy that subverts paradigms of power and preexisting socioeconomic realities in the classroom is increasingly contentious, yet even more necessary.
{"title":"Feminist Pedagogy: Teaching Gender Politics in Egypt","authors":"Shereen Abouelnaga","doi":"10.1017/S1743923X22000447","DOIUrl":"https://doi.org/10.1017/S1743923X22000447","url":null,"abstract":"Teaching gender politics in the Middle East and North Africa (MENA) is often marked by pedagogical, sociocultural, and political challenges. In the MENA context, the effects of authoritarian politics, conservative cultural understanding of gender relations, and neoliberal policies intersect in the classroom. Amid such a charged setting, applying a feminist pedagogy that subverts paradigms of power and preexisting socioeconomic realities in the classroom is increasingly contentious, yet even more necessary.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"284 - 289"},"PeriodicalIF":3.4,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1017/S1743923X22000186
Nermin Allam, Marwa Shalaby, Hind Ahmed Zaki
Teaching gender politics has been an increasingly contentious topic in established democracies, with instructors encountering a myriad of pedagogical, institutional, and ideological challenges (Butler 2021; Evans 2019).1 Challenges to teaching gender politics are exacerbated in nondemocratic contexts, where academic institutions operate under close regime scrutiny and surveillance, and where patterns of autocratic power structures are prevalent in society and often reproduced in the classroom. While extant studies have shed important light on some of the trends and issues associated with teaching gender politics in established democracies (Bayes 2012; Han and Heldman 2019; Lyle-Gonga 2013), our knowledge remains limited when it comes to teaching gender and politics of the Middle East and North Africa (MENA) in Western institutions as well as within the MENA region. Understanding these challenges is particularly relevant given that the MENA region is diverse and has long been “othered,” “racialized,” and “orientalized” in Western discourse (Ahmed 1992; Said 1978), with direct implications for teaching gender and politics of the Middle East in local academic institutions as well as in the West.
{"title":"Perilous Pedagogy: Teaching Gender and Politics of the Middle East and North Africa","authors":"Nermin Allam, Marwa Shalaby, Hind Ahmed Zaki","doi":"10.1017/S1743923X22000186","DOIUrl":"https://doi.org/10.1017/S1743923X22000186","url":null,"abstract":"Teaching gender politics has been an increasingly contentious topic in established democracies, with instructors encountering a myriad of pedagogical, institutional, and ideological challenges (Butler 2021; Evans 2019).1 Challenges to teaching gender politics are exacerbated in nondemocratic contexts, where academic institutions operate under close regime scrutiny and surveillance, and where patterns of autocratic power structures are prevalent in society and often reproduced in the classroom. While extant studies have shed important light on some of the trends and issues associated with teaching gender politics in established democracies (Bayes 2012; Han and Heldman 2019; Lyle-Gonga 2013), our knowledge remains limited when it comes to teaching gender and politics of the Middle East and North Africa (MENA) in Western institutions as well as within the MENA region. Understanding these challenges is particularly relevant given that the MENA region is diverse and has long been “othered,” “racialized,” and “orientalized” in Western discourse (Ahmed 1992; Said 1978), with direct implications for teaching gender and politics of the Middle East in local academic institutions as well as in the West.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"272 - 277"},"PeriodicalIF":3.4,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49066879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1017/S1743923X22000435
Katja Žvan Elliott
Scholarship on critical pedagogy is mostly written from within the democratic and neoliberal North American and British contexts (Giroux 2003, 2004, 2010; McCusker 2017; Mehta 2019). Geraldine McCusker (2017, 447) eloquently sums up the aim of this scholarship as “to establish a schooling system that emancipated those oppressed and disempowered. Critical pedagogues aim to provide space for critical engagement with divergent perspectives in order to support students from disenfranchised populations to understand the impact of capitalism, gender, race and homophobia on their lives.”
{"title":"Positionality, Critical Methodologies, and Pedagogy: Teaching Gender and Politics in Morocco","authors":"Katja Žvan Elliott","doi":"10.1017/S1743923X22000435","DOIUrl":"https://doi.org/10.1017/S1743923X22000435","url":null,"abstract":"Scholarship on critical pedagogy is mostly written from within the democratic and neoliberal North American and British contexts (Giroux 2003, 2004, 2010; McCusker 2017; Mehta 2019). Geraldine McCusker (2017, 447) eloquently sums up the aim of this scholarship as “to establish a schooling system that emancipated those oppressed and disempowered. Critical pedagogues aim to provide space for critical engagement with divergent perspectives in order to support students from disenfranchised populations to understand the impact of capitalism, gender, race and homophobia on their lives.”","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"290 - 295"},"PeriodicalIF":3.4,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43801485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1017/S1743923X22000423
Huda Alsahi
Over the past few decades, the Arab Gulf has witnessed tremendous socioeconomic and structural transformation coupled with major reforms to modernize the higher education sector. These reforms have focused on establishing partnerships with foreign universities and/or hosting international branch campuses to promote diverse, liberal, and high-quality educational programs. While these far-reaching reforms have undeniably led to a dramatic increase in the number of academic institutions (Baghdady 2017), these institutions have mostly reproduced traditional educational structures and paradigms, with little contribution to the advancement of more liberal and progressive ideas and/or areas of study, namely, gender and women’s studies (GWS).
{"title":"Mapping Gender and Women’s Studies in the Arab Gulf: How to Move It from the Margins?","authors":"Huda Alsahi","doi":"10.1017/S1743923X22000423","DOIUrl":"https://doi.org/10.1017/S1743923X22000423","url":null,"abstract":"Over the past few decades, the Arab Gulf has witnessed tremendous socioeconomic and structural transformation coupled with major reforms to modernize the higher education sector. These reforms have focused on establishing partnerships with foreign universities and/or hosting international branch campuses to promote diverse, liberal, and high-quality educational programs. While these far-reaching reforms have undeniably led to a dramatic increase in the number of academic institutions (Baghdady 2017), these institutions have mostly reproduced traditional educational structures and paradigms, with little contribution to the advancement of more liberal and progressive ideas and/or areas of study, namely, gender and women’s studies (GWS).","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"296 - 301"},"PeriodicalIF":3.4,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45179765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1017/S1743923X22000459
Gamze Çavdar
As instructors, we are quite familiar with students coming to our classes loaded with preconceived notions. For instance, some believe that male instructors are better at math, while others think that markets, if left on their own, will produce wealth for everyone. Teaching about gender and politics of the Middle East and North Africa (MENA) region at an American college is no different. Students come to class rarely knowing the basic facts, history, or culture of the region, mostly because the K–12 educational curriculum in the United States does not typically cover the MENA region. However, students’ lack of formal education on the MENA region does not mean they are unexposed to its issues, which are frequent topics in American media. Unfortunately, students often hold misconceptions and deep biases about women, culture, and politics in the region, and these misconceptions impair the learning process by acting as a “psychological block” for the students. As Haddad and Schwedler (2013, 211) put it, “our years of teaching undergraduates have taught us how images of harems, pyramids, and desert warriors wielding sabers on camelback still shape many Americans’ perceptions of the region.” This essay discusses some of the challenges that instructors teaching gender and politics in the MENA region face in an American college classroom. No single course can eradicate old paradigms and prejudices. However, this piece proposes some strategies for effective teaching about gender and politics of the MENA region.
{"title":"Teaching about Gender and Politics of the MENA: Undermining Bias and Introducing a Framework","authors":"Gamze Çavdar","doi":"10.1017/S1743923X22000459","DOIUrl":"https://doi.org/10.1017/S1743923X22000459","url":null,"abstract":"As instructors, we are quite familiar with students coming to our classes loaded with preconceived notions. For instance, some believe that male instructors are better at math, while others think that markets, if left on their own, will produce wealth for everyone. Teaching about gender and politics of the Middle East and North Africa (MENA) region at an American college is no different. Students come to class rarely knowing the basic facts, history, or culture of the region, mostly because the K–12 educational curriculum in the United States does not typically cover the MENA region. However, students’ lack of formal education on the MENA region does not mean they are unexposed to its issues, which are frequent topics in American media. Unfortunately, students often hold misconceptions and deep biases about women, culture, and politics in the region, and these misconceptions impair the learning process by acting as a “psychological block” for the students. As Haddad and Schwedler (2013, 211) put it, “our years of teaching undergraduates have taught us how images of harems, pyramids, and desert warriors wielding sabers on camelback still shape many Americans’ perceptions of the region.” This essay discusses some of the challenges that instructors teaching gender and politics in the MENA region face in an American college classroom. No single course can eradicate old paradigms and prejudices. However, this piece proposes some strategies for effective teaching about gender and politics of the MENA region.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"278 - 283"},"PeriodicalIF":3.4,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46571557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1017/S1743923X22000228
Diana Z. O’Brien, Jennifer M. Piscopo
Abstract Politics is increasingly dominated by crises, from pandemics to extreme weather events. These Critical Perspectives essays analyze crises’ gendered implications by focusing on their consequences for women’s descriptive and substantive representation. Covering multiple kinds of crises, including large-scale protests, climate shocks, and war and revolution, the contributions reveal three factors shaping both the theoretical conceptualization and empirical analysis of crisis and women’s representation: (1) the type of crisis, (2) the actors influenced by the crisis, and (3) the aftermath of the crisis. Together, the contributors urge scholars to “think crisis, think gender” far beyond the supply of and demand for women leaders.
{"title":"Gender and Political Representation in Times of Crisis","authors":"Diana Z. O’Brien, Jennifer M. Piscopo","doi":"10.1017/S1743923X22000228","DOIUrl":"https://doi.org/10.1017/S1743923X22000228","url":null,"abstract":"Abstract Politics is increasingly dominated by crises, from pandemics to extreme weather events. These Critical Perspectives essays analyze crises’ gendered implications by focusing on their consequences for women’s descriptive and substantive representation. Covering multiple kinds of crises, including large-scale protests, climate shocks, and war and revolution, the contributions reveal three factors shaping both the theoretical conceptualization and empirical analysis of crisis and women’s representation: (1) the type of crisis, (2) the actors influenced by the crisis, and (3) the aftermath of the crisis. Together, the contributors urge scholars to “think crisis, think gender” far beyond the supply of and demand for women leaders.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"891 - 899"},"PeriodicalIF":3.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46761980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1017/S1743923X22000411
Louise K. Davidson-Schmich, Farida Jalalzai, Malliga Och
At a time of pandemics, international economic downturns, and increasing environmental threats due to climate change, countries around the world are facing numerous crises. What impact might we expect these crises to have on the already common perception that executive leadership is a masculine domain? For years, women executives’ ability to lead has been questioned (Jalalzai 2013). However, the outbreak of COVID-19 brought headlines like CNN’s “Women Leaders Are Doing a Disproportionately Great Job at Handling the Pandemic” (Fincher 2020). Do crises offer women presidents and prime ministers opportunities to be perceived as competent leaders? Or do they prime masculinized leadership expectations and reinforce common conceptions that women are unfit to lead? We maintain that people’s perceptions of crisis leadership will depend on whether the crisis creates role (in)congruity between traditional gender norms and the leadership expectations generated by the particular crisis.
{"title":"Crisis, Gender Role Congruency, and Perceptions of Executive Leadership","authors":"Louise K. Davidson-Schmich, Farida Jalalzai, Malliga Och","doi":"10.1017/S1743923X22000411","DOIUrl":"https://doi.org/10.1017/S1743923X22000411","url":null,"abstract":"At a time of pandemics, international economic downturns, and increasing environmental threats due to climate change, countries around the world are facing numerous crises. What impact might we expect these crises to have on the already common perception that executive leadership is a masculine domain? For years, women executives’ ability to lead has been questioned (Jalalzai 2013). However, the outbreak of COVID-19 brought headlines like CNN’s “Women Leaders Are Doing a Disproportionately Great Job at Handling the Pandemic” (Fincher 2020). Do crises offer women presidents and prime ministers opportunities to be perceived as competent leaders? Or do they prime masculinized leadership expectations and reinforce common conceptions that women are unfit to lead? We maintain that people’s perceptions of crisis leadership will depend on whether the crisis creates role (in)congruity between traditional gender norms and the leadership expectations generated by the particular crisis.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"900 - 907"},"PeriodicalIF":3.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47779053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1017/S1743923X2200037X
A. Tripp
Women’s political rights and their exercise of political citizenship globally have often expanded more rapidly in times of conflict, crisis, and revolution. The decline of empires after World Wars I and II and the creation of new nations served as a catalyst for the expansion of women’s suffrage. Civil wars and revolutions have had similar outcomes in expanding women’s political citizenship. This essay brings together several disparate literatures on World War I, World War II, wars of independence, revolution, and post-1990 civil wars and expands their scope to show how women’s political rights and citizenship in the nineteenth and twentieth centuries have often been linked to conflict. In doing so, I highlight a notable pathway by which rights expansions occurred: conflict led to changes in the political elite and ruling class, resulting in the necessity to rewrite constitutions and other rules of the polity. During these critical junctures, women’s rights activists gained opportunities to advance their demands. The context of changing international gender norms also influenced these moments. I consider two key moments in the worldwide expansion of political citizenship: the struggle for women’s suffrage and the struggle to expand women’s representation in local and national representative bodies.
{"title":"War, Revolution, and the Expansion of Women’s Political Representation","authors":"A. Tripp","doi":"10.1017/S1743923X2200037X","DOIUrl":"https://doi.org/10.1017/S1743923X2200037X","url":null,"abstract":"Women’s political rights and their exercise of political citizenship globally have often expanded more rapidly in times of conflict, crisis, and revolution. The decline of empires after World Wars I and II and the creation of new nations served as a catalyst for the expansion of women’s suffrage. Civil wars and revolutions have had similar outcomes in expanding women’s political citizenship. This essay brings together several disparate literatures on World War I, World War II, wars of independence, revolution, and post-1990 civil wars and expands their scope to show how women’s political rights and citizenship in the nineteenth and twentieth centuries have often been linked to conflict. In doing so, I highlight a notable pathway by which rights expansions occurred: conflict led to changes in the political elite and ruling class, resulting in the necessity to rewrite constitutions and other rules of the polity. During these critical junctures, women’s rights activists gained opportunities to advance their demands. The context of changing international gender norms also influenced these moments. I consider two key moments in the worldwide expansion of political citizenship: the struggle for women’s suffrage and the struggle to expand women’s representation in local and national representative bodies.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"922 - 927"},"PeriodicalIF":3.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43374500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1017/S1743923X2200040X
C. Kroeber, S. Dingler
The interaction of the legislative and executive is gendered in nature. Gender shapes what actors in these two institutions demand from each other. This pattern is visible, for instance, in the distinct policy priorities of women and men in parliament (e.g., Allen and Childs 2019; Bäck and Debus 2019; Lowande, Ritchie, and Lauterbach 2019) and in the ways that women engage and oversee related government initiatives. At the same time, gender influences the strengths and weaknesses that actors in the legislature and executive ascribe to each other and, hence, their mutual assessment. Members of parliament (MPs) and party gatekeepers, for instance, tend to favor men for the most influential and well-resourced portfolios, since they believe that masculine traits are necessary or suitable to succeed in governmental positions, and membership in men-dominated political networks remains an important route to qualify for ministerial office (see, e.g., Annesley, Beckwith, and Franceschet 2019; Krook and O’Brien 2012). Change in these dynamics is scarce or occurs only gradually, meaning that the ways in which executive-legislative interactions are gendered are usually stable.
{"title":"Crisis and Gender in Legislative-Executive Relations","authors":"C. Kroeber, S. Dingler","doi":"10.1017/S1743923X2200040X","DOIUrl":"https://doi.org/10.1017/S1743923X2200040X","url":null,"abstract":"The interaction of the legislative and executive is gendered in nature. Gender shapes what actors in these two institutions demand from each other. This pattern is visible, for instance, in the distinct policy priorities of women and men in parliament (e.g., Allen and Childs 2019; Bäck and Debus 2019; Lowande, Ritchie, and Lauterbach 2019) and in the ways that women engage and oversee related government initiatives. At the same time, gender influences the strengths and weaknesses that actors in the legislature and executive ascribe to each other and, hence, their mutual assessment. Members of parliament (MPs) and party gatekeepers, for instance, tend to favor men for the most influential and well-resourced portfolios, since they believe that masculine traits are necessary or suitable to succeed in governmental positions, and membership in men-dominated political networks remains an important route to qualify for ministerial office (see, e.g., Annesley, Beckwith, and Franceschet 2019; Krook and O’Brien 2012). Change in these dynamics is scarce or occurs only gradually, meaning that the ways in which executive-legislative interactions are gendered are usually stable.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"908 - 914"},"PeriodicalIF":3.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1017/S1743923X22000393
Rachel Brulé
In 2019, visible, “rapid onset” climate-related disasters displaced roughly 24.9 million people, with more than 143 million anticipated to be internally displaced by 2050 in Latin America, South Asia, and sub-Saharan Africa (Kaczan and Orgill-Meyer 2020). Not only can climate change induce migration, but, I argue, climate shocks—which I define as discrete, unanticipated destruction due to weather such as floods, drought, or windstorms—can also destabilize gendered social systems. Climate shocks can initiate political transformations that open new space for women in representative politics. Additionally, they can compel women to mobilize—as representatives and their supporters—to redirect local and national political agendas to respond to the vulnerabilities exposed by climate shocks.
{"title":"Climate Shocks and Gendered Political Transformation: How Crises Alter Women’s Political Representation","authors":"Rachel Brulé","doi":"10.1017/S1743923X22000393","DOIUrl":"https://doi.org/10.1017/S1743923X22000393","url":null,"abstract":"In 2019, visible, “rapid onset” climate-related disasters displaced roughly 24.9 million people, with more than 143 million anticipated to be internally displaced by 2050 in Latin America, South Asia, and sub-Saharan Africa (Kaczan and Orgill-Meyer 2020). Not only can climate change induce migration, but, I argue, climate shocks—which I define as discrete, unanticipated destruction due to weather such as floods, drought, or windstorms—can also destabilize gendered social systems. Climate shocks can initiate political transformations that open new space for women in representative politics. Additionally, they can compel women to mobilize—as representatives and their supporters—to redirect local and national political agendas to respond to the vulnerabilities exposed by climate shocks.","PeriodicalId":47464,"journal":{"name":"Politics & Gender","volume":"19 1","pages":"928 - 934"},"PeriodicalIF":3.4,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42887553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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