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Teaching Gender in the Military

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Teaching Gender in the Military TEACHING GENDER IN THE MILITARY A Handbook DCAF DCAF a centre for security, development and the rule of law With the support of the Swiss Government. TEACHING GENDER IN THE MILITARY A Handbook DCAF DCAF a centre for security, development and the rule of law With the support of the Swiss Government. Acknowledgements This handbook was created by the Security Sector Reform Working Group (chaired by DCAF), in collaboration with the Education Development Working Group, of the Partnership for Peace Consortium of Defence Academies and Security Studies Institutes. Editorial Board Bojana Balon, UNDP SEESAC Anna Björsson, Swedish Armed Forces Tanja Geiss, NATO School Aiko Holvikivi, Gender Institute, London School of Economics and Political Science Anna Kadar, DCAF Iryna Lysychkina, National Academy of the National Guard of Ukraine Callum Watson, DCAF Reviewers Natalia Albu, Military Academy of Armed Forces Alexandru cel Bun, (Republic of Moldova); Neyla Arnas, National Defense University (United States); Ksenija Đjurić-Atanasievski, Serbian Military Academy; Pamela Ball, George C. Marshall Center; Megan Bastick, DCAF; Stéphane Bellamy, Joint Warfare Centre; Anja Ebnöther, DCAF; Miriam Fugfugosh, Geneva Centre for Security Policy; Steffie Groothedde, Civil-Military Cooperation Centre of Excellence; Aram Hong, NATO HQ SACT; Clare Hutchinson, UN DPKO; Fernando Izquierdo, NCGP, Spanish Observatory on Gender Equality in the Armed Forces; Greta Keremidchieva, Rakovski National Defence College (Bulgaria); Christopher Kilmartin, University of Mary Washington; Frederic Labarre, PfPC; Vanja Matić, OSCE Mission to Bosnia and Herzegovina; Jana Naujoks, International Alert; Leah Nodvin; Jody M. Prescott, adjunct professor, University of Vermont; Remi L. G. Tremblay, NATO School Oberammergau. The Partnership for Peace Consortium (PfPC) is an international security cooperation organization of over 800 defense academies and security studies institutes across 60 countries. Founded in 1999 during the NATO Summit, the PfPC was chartered to promote defense institution building and foster regional stability and security cooperation through multinational defense education and research, which the PfPC accomplishes via its international network of educators and researchers. Visit us at www.pfp-consortium.org. The Geneva Centre for the Democratic Control of Armed Forces (DCAF) is an international foundation whose mission is to assist the international community in pursuing good governance and reform of the security sector. DCAF develops and promotes norms and standards, conducts tailored policy research, identifies good practices and recommendations to promote democratic security sector governance, and provides in-country advisory support and practical assistance programmes. Visit us at www.dcaf.ch. ISBN: 978-92-9222-399-1 Design: Alice Lake-Hammond, www.alicelh.co with support from Aryn Lockhart Copyediting and proofreading: Cherry Ekins Cover photo and Part I/II divider photos: © Torgeir Haugaard / Forsvaret (Norwegian Armed Forces) Cite as: PfPC SSRWG and EDWG, Handbook on Teaching Gender in the Military (Geneva: DCAF and PfPC, 2016). The views expressed are those of the authors alone and do not necessarily reflect the views of the institutions referred to or represented within this handbook. © DCAF and PfPC, 2016. DCAF and the PfPC encourage the use, adaptation, translation and copying of this handbook. We do, however, ask that you acknowledge the relevant author(s) and cite all materials used. All rights reserved. Foreword General Bengt Axelsson, Sweden The Women, Peace and Security (WPS) Agenda has put the need to integrate gender considerations in military institutions and operations at the forefront of discussions in the military and gender community of experts, practitioners and military personnel. The United Nations has established a comprehensive women, peace and security framework through the adoption of Security Council Resolutions 1325, 1820, 1888, 1889, 1960, 2106, 2122 and most recently 2422, sometimes referred to as the WPS UNSCRs. The United Nations has reiterated its commitment to women’s inclusion in matters of peace and security and the prevention and protection of women and girls (and, more recently, men and boys) from conflict-related sexual violence as 2015 marked the 15th anniversary of the landmark resolution 1325. Similarly, NATO has responded to this pressing topic with a policy and operational framework to implement these UN resolutions. NATO countries and partner countries have also, on a national level, adopted National Action Plans on implementing UNSCR 1325 and related resolutions. Seven of the UNSCRs on WPS state the need for training. As much of the gender-related training is ad-hoc and externally delivered there is a significant need to institutionalize and improve gender-related training and education. Educators are faced with the twin challenges of developing new curricula and teaching materials on gender and on women, peace and security and integrating gender dimensions across all military education and training more broadly. The SSR and Education and Development Working Groups of the Partnership for Peace Consortium of Defense Academies and Security Studies Institutes (PfPC) have integrated gender in their activities since 2010. Since 2012, the two working groups have run a joint programme on teaching gender in the military. The programme consisted of four workshops, which were held respectively at the NATO School in Oberammergau (July 2012)1, the George C. Marshall European Center for Security Studies in Garmisch-Partenkirchen (December 2012)2, and in Geneva (December 20133 and July 20144). These activities have demonstrated that there is a need to strengthen both the capacity of educators to integrate gender in their work and the capacity of military gender experts to deliver educational content. Workshop participants have expressed the need for more materials and resources to create a multiplier effect, and support the building of faculty and gender experts’ capacity on, respectively, the integration of gender in military education and the application of educational principles to the delivery of gender content by gender experts. The handbook aims to provide some of these resources. It aims to strengthen the capacity of faculty and gender experts to deliver gender education, and to foster the community of practice among experts involved in its creation. This should contribute to the integration of gender in military education in NATO/EAPC countries, ultimately contributing to the integration of gender in military institutions and operations, as mandated by the national, NATO, and international policy framework. In essence, the handbook covers both “what to teach” and “how to teach” when it comes to gender and the military. It consists of ten chapters divided into two sections. The purpose of this handbook is to make gender more visible, especially in military contexts. I Teaching Gender in the Military The handbook was developed through a collaborative process that aimed to foster an ongoing exchange of experience and expertise among participants involved in teaching gender in military programmes. The process involved an editorial team who oversaw project implementation, coordinated the contributions and took responsibility for copy-editing of the final product; contributing authors from the programme participants; and experts in the field of gender and/or military education who served as peer reviewers. Responsibility for implementing the Women, Peace and Security Agenda lies with the leadership. Education and training is crucial to strengthen the capacity of leaders and gender trainers as well as regular servicemen and women. However, the best expertise in the world has no impact and no leverage if leaders do not take the lead and champion these questions when needed. I should like to express my appreciation to all those who supported and were involved in creating this handbook. I congratulate the authors for their contribution and their collaboration. This handbook demonstrates how important and relevant it is for military educators and gender experts to come together and jointly create a resource of value to everyone involved. I am glad to see such a unique resource on teaching gender in the military has been developed. Sharing knowledge and expertise on how to teach and educate about gender in the military should be at the forefront of future discussions. Brigadier General Bengt Axelsson Deputy Vice-Chancellor Swedish Defence University Notes 1. http://www.dcaf.ch/Event/PFPC-Workshop-on-Teaching-Gender-to-the-Military 2. http://www.dcaf.ch/Event/Designing-Sample-Gender-Lessons-Second-PFPC-Workshop-on-Teaching-Gender-to-the- Military 3. http://www.dcaf.ch/Event/Integrating-Gender-in-the-Curriculum-3rd-Workshop-on-Teaching-Gender-to-the- Military 4. http://www.dcaf.ch/Event/Gender-Responsive-Evaluation-in-Military-Education-4th-Workshop-on-Teaching- Gender-to-the-Military II Preface: a little bit of history… where have we come from? Anja Ebnöther, on behalf of the PfPC Security Sector Reform Working Group, and Kathaleen Reid-Martinez, on behalf of the PfPC Education Development Working Group The journey that led to the development of this handbook began in 2009 when the Slovenian defence minister highlighted the need to better integrate gender into NATO and the Partnership for Peace’s (PfP) work on security during her plenary speech at the annual conference of the Partnership for Peace Consortium of Defense
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