Why Women? Gender Mainstreaming in Undergraduate International Relations Discourse

Over the last 30 years, feminist international relations (IR) and gendered approaches to foreign policy and security have been gaining attention in both the academy and in government. However, the systems and institutions that exist in our country are strategically designed to maintain patriarchy and privilege masculinity, so this work isn’t necessarily permeating into what is taught to students in undergraduate classrooms. Using a feminist lens, I analyze if and how women, gender, and feminism are being integrated into undergraduate IR courses at various public higher education institutions upstate New York. I consider the various arguments cited by professors for not teaching feminist IR and the potential consequences of continuing to exclude feminism and gender from undergraduate international relations courses. I conclude that the only way to subvert the patriarchal dominance of both knowledge and practice is to become more curious about what we’re teaching and learning in international relations.

Author dc:creator

• Schroeder, Tambria

Advisor dc:contributor.advisor

• LeSavoy, Barbara

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12648/6652

OAI identifier oai:identifier

oai:soar.suny.edu:20.500.12648/6652