scholarly journals Locating Feminist Progress in Professional Military Education

2021 ◽  
Vol 41 (2) ◽  
pp. 26-41
Author(s):  
Vanessa Brown
Keyword(s):  
Social Transformation ◽  
Transformational Change ◽  
Armed Forces ◽  
Military Education ◽  
Cultural Learning ◽  
Military Students ◽  
Professional Military Education ◽  
Canadian Armed Forces ◽  
Military Members ◽  
The Military

A continuing debate in feminist scholarship on gender, security, and the military has been whether militaries can facilitate feminist progress and be forces for good. Feminists committed to working outside of militaries note that gender perspectives have often been used to advance the military’s goals of winning wars rather than commitments to feminist social transformation of military institutions and societies. However, influences from international normative frameworks on Women, Peace and Security; Canada’s feminist foreign policy; and an emphasis on diversity and inclusion within Canada’s Defence Policy have presented the Canadian Armed Forces with a solid platform from which it has begun to make change. The central tenets of this broad feminist platform have begun to permeate Canadian Professional Military Education (PME) through the collective efforts of educators, staff, and military students at Canada’s defence colleges. Drawing on a review of policy and programmes as well as a qualitative analysis of interviews with educators, staff, and military students, the article demonstrates that feminist transformational change by military members is possible by exploring its nascent reality. The article highlights the challenges and benefits of incorporating feminist perspectives in Canadian PME and demonstrates how and under what conditions military graduates with this education have begun to apply gender and cultural learning to make local feminist interventions both within and outside their institution. Ultimately, this research shows that collective efforts toward localized and incremental changes by military members are paving the way for meaningful feminist progress within the military.

Working together to address sexual misconduct in the Canadian Armed Forces

2021 ◽  
Author(s):  
Andrea Brown ◽  
Heather Millman ◽  
Bethany Easterbrook ◽  
Alexandra Heber ◽  
Rosemary Park ◽  
...  
Keyword(s):  
Gender Discrimination ◽  
Health And Safety ◽  
Sexual Misconduct ◽  
Armed Forces ◽  
Canadian Armed Forces ◽  
Military Members ◽  
Physical Health Problems ◽  
Working Together ◽  
And Gender ◽  
The Military

LAY SUMMARY In 2015, the Canadian Armed Forces (CAF) implemented Operation HONOUR to eliminate sexual misconduct (SM) in the military. Sexual assault, inappropriate sexual behaviours, sexual harassment, and gender discrimination are all types of SM. Experiencing SM can result in depression, substance abuse, physical health problems, and even posttraumatic stress disorder (PTSD). Despite Operation HONOUR, SM still happens in the CAF. At this time, many groups are working together to address SM and to support those who have experienced SM. Canadian-based researchers, policymakers, military members, Veterans, and clinicians are collaborating to identify new approaches to training, culture change, research, and treatment relating to SM in the CAF. The end goal of working together is to minimize SM in the CAF and ensure the health and safety of all CAF members and Veterans.

scholarly journals Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts

2016 ◽  
Vol 46 (2) ◽  
pp. 127-147
Author(s):  
Grazia Scoppio ◽  
Leigha Covell
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Teaching And Learning ◽  
Armed Forces ◽  
Military Education ◽  
Learning Technologies ◽  
Canadian Armed Forces ◽  
Technological Advances ◽  
The Military ◽  
Pedagogical Approaches

Increased technological advances, coupled with new learners’ needs, have created new realities for higher education contexts. This study explored and mapped trends in pedagogical approaches and learning technologies in postsecondary education and identified how these innovations are affecting teaching and learning practices in higher education settings, particularly for the Canadian Armed Forces education system. A qualitative research methodology was employed including a comprehensive review of Canadian and international literature, an environmental scan of Canadian Armed Forces educational institutions, and consultations with experts and practitioners in the field of military education. The research findings shed light on trends in pedagogies and learning technologies in higher education as well as on the presence of these trends in the military educational system. In addition, the findings consider the necessity for a corresponding level of preparedness to meet the needs of diverse learners in the future. This study informs both the field of higher education and the field of military education.   

If You Cannot Beat Them, Why Not Have Them Join Up?

2016 ◽  
Author(s):  
Kenneth Hall
Keyword(s):  
Political Violence ◽  
Religious Identity ◽  
Common Good ◽  
Armed Forces ◽  
Marginalized Communities ◽  
Canadian Armed Forces ◽  
Emotional Appeal ◽  
Military Members ◽  
Mainstream Society ◽  
The Military

This paper explores the plausibility of a rather novel solution to the problem of domestic terrorist threats: might the risk posed by individuals from communities that are thought to be prone to acts of political violence and terrorism be mitigated by recruiting to the military members of communities that public and political discourse has deemed a fifth pillar? The military presents a stable, well-paying career to individuals marginalized by their ethno-religious identity that have to this point been grossly under-represented in the Canadian Armed Forces. It can also bring members of these communities into a closer relationship with the state and mainstream society that will foster allegiance, combat alienation, and stifle the desire to commit violence against Canada and its citizens. Two implications follow for the Canadian Armed Forces from the explanation of the Toronto 18 as a non-peaceful node of an identity-based network. One is that the institution should be cautious not to fall into the trap of a populist vernacular reification of identity that might inadvertently further the community’s collective alienation by overtly appealing to “Arabs” or “Muslims”. The other is that the military may do well to focus on the equality of treatment within their institution rather than material benefits when attempting to extend an olive branch to Canada’s marginalized communities, instead making an emotional appeal based on the common good.

Professional Military Education in China: A Visit to the Military Academy of the People's Liberation Army

1980 ◽  
Vol 81 ◽  
pp. 122-128
Author(s):  
William R. Heaton
Keyword(s):  
Military Training ◽  
Armed Forces ◽  
Military Education ◽  
Military Officers ◽  
Officer Corps ◽  
Military Academy ◽  
Professional Military Education ◽  
Military Forces ◽  
The Military ◽  
Education In China

A key to understanding the armed forces of any nation may be found in the manner in which it selects and trains its senior military officers. Although China's military forces are unique in many respects, they are similar to those of other countries in that a great deal of emphasis is placed on professional military training for the officer corps. Comparatively little is known about precisely how the Chinese conduct this education.

Are Military and Medical Ethics Necessarily Incompatible? A Canadian Case Study

2016 ◽  
Vol 44 (4) ◽  
pp. 639-651 ◽  
Author(s):  
Christiane Rochon ◽  
Bryn Williams-Jones
Keyword(s):  
Medical Ethics ◽  
Code Of Ethics ◽  
Armed Forces ◽  
Codes Of Ethics ◽  
Core Values ◽  
Dual Loyalty ◽  
Canadian Armed Forces ◽  
Military Institution ◽  
The Military ◽  
Military Physicians

Military physicians are often perceived to be in a position of ‘dual loyalty’ because they have responsibilities towards their patients but also towards their employer, the military institution. Further, they have to ascribe to and are bound by two distinct codes of ethics (i.e., medical and military), each with its own set of values and duties, that could at first glance be considered to be very different or even incompatible. How, then, can military physicians reconcile these two codes of ethics and their distinct professional/institutional values, and assume their responsibilities towards both their patients and the military institution? To clarify this situation, and to show how such a reconciliation might be possible, we compared the history and content of two national professional codes of ethics: the Defence Ethics of the Canadian Armed Forces and the Code of Ethics of the Canadian Medical Association. Interestingly, even if the medical code is more focused on duties and responsibility while the military code is more focused on core values and is supported by a comprehensive ethical training program, they also have many elements in common. Further, both are based on the same core values of loyalty and integrity, and they are broad in scope but are relatively flexible in application. While there are still important sources of tension between and limits within these two codes of ethics, there are fewer differences than may appear at first glance because the core values and principles of military and medical ethics are not so different.

scholarly journals The Canadian Armed Forces (CAF) members' experience with social services in the military: an exploratory study

2021 ◽  
Author(s):  
Felisha K. Khan
Keyword(s):  
Social Services ◽  
Lived Experiences ◽  
Service Providers ◽  
Armed Forces ◽  
Utilization Of Services ◽  
Perceived Need ◽  
Canadian Armed Forces ◽  
Regular Force ◽  
The Military ◽  
Depth Interviews

The aim of this study was to critically explore the strengths, limitations, barriers and gaps in social services within the CAF in relation to delivery, access and uptake of social services while employed in the CAF. The study provided CAF members an opportunity to express their thoughts, ideas and opinions based on their lived experiences, and to explore creative responses and solutions to issues members face with social services in the CAF. Presented are the findings from data collected through semi-structured, in-depth interviews with recently released CAF members. Themes that emerged from the research captured the lived experiences of the participants and were related to: differences between components (Regular Force vs. Reserve Force), perceived need and its effect on utilization of services, significant improvements in services post 9/11 and Afghanistan, organizational and systemic influence, impact of service providers, and better promotion of social services to the greater CAF community.

scholarly journals Comparative Study on the Implementation of Combat Sports – Martial Arts – in the Physical Training of Military Students

2020 ◽  
Vol 25 (1) ◽  
pp. 22-30
Author(s):  
Fabiana Martinescu-Bădălan
Keyword(s):  
Physical Training ◽  
Martial Arts ◽  
Armed Forces ◽  
Mental Condition ◽  
Military Students ◽  
Combat Sports ◽  
Current Context ◽  
General Physical ◽  
The Military ◽  
Harsh Conditions

AbstractIn the current context, martial arts continue to evolve and constantly develop, capturing the attention and the interest of the population of the entire world, the branch of these being diversified, offering individuals the possibility to be practiced, even by those with physical or mental disabilities. Nowadays, the large categories of armed forces of the world use martial arts as part of general physical training, with the purpose of self-defence against the enemy, discipline, improved physical and mental condition, improvement of the ability of the military to adapt to harsh conditions, as well as fighting without using weapons.

scholarly journals Integration of Civil and Military Professional Education as an Approach to Formation of a Modern Army

2021 ◽  
pp. 159-171
Author(s):  
A. N. Muzykantov ◽  
◽  
S. L. Khalepa ◽  
Keyword(s):  
Education System ◽  
Professional Education ◽  
Educational Institution ◽  
Military Training ◽  
Armed Forces ◽  
Military Education ◽  
State University ◽  
New Approach ◽  
The Military

The author analyzes the periods of origin, formation and development of the military education system. The problems of military education in general and the training of officers in particular, which cannot be solved without the integration of military professional education and education in military training centers at civilian universities, are touched upon. Using the example of M. A. Bonch-Bruevich St. Petersburg State University of Telecommunications, a new approach to the formation of the personnel potential of the Armed Forces – officers’ training at a civil educational institution is shown.

scholarly journals OFFICER TRAINING SYSTEM IN THE REPUBLIC OF HUNGARY

2020 ◽  
pp. 119-127
Author(s):  
J. Chernykh ◽  
O. Chernykh
Keyword(s):  
Armed Forces ◽  
Military Education ◽  
Educational Institutions ◽  
Officer Training ◽  
Scientific Methods ◽  
General Scientific ◽  
The Republic ◽  
The Military ◽  
And Training ◽  
Different Levels

Analysis of the foreign experience of the organisation and reformation of the armed forces in other countries, with the respective systems of military education being an integral part, reveals the specific national aspect of such activities in each country. In the meantime, there are some general methodological approaches used in military pedagogic practice across different countries of the world to be practicably considered and applied. The article examines the experience of officers’ training for the armed forces of the Republic of Hungary. The article provides information on the existing network of military educational institutions for the officer training of tactical, operational and strategic level of military command. Requirements for admission to military educational institutions for the officer training of different levels of training has been given. The terms of military specialists’ training on tactical, operational and strategic level have been defined. The analysis of the content of officer training for different armed services of the armed forces and different levels of military administration has been conducted. We used the system of the general scientific methods of theoretical and empirical research, in particular, the theoretical-methodological analysis of the problem and the relevant scholarly resources, systematization and generalization of the scientific information pertaining to the essence and content of the set objectives, monitoring of the existing system of military specialists training in the Armed Forces of the republic of Hungary, scientific generalisation, the general scientific methods of logical and comparative analysis, systems approach, peer review, analysis and interpretation of the obtained theoretical and empirical data. The general structure of the National University of Public Administration, the Faculty of Military Sciences and the training of officers is shown, as well as the main tasks that are solved by the institutes and training centers that are part of it are identified. An analysis of the concept, structure, goals, content and technologies of officers’ training in the armed forces of the Republic of Hungary shows that the military education system reflects the current stage of development of the armed forces, as well as the national cultural specificity of the country. Education and training of officers is carried out on the basis of national cultural and military tradition. The main direction of officers’ training is their fundamental military and professional training in both the military and civilian fields. The content of the officers’ training is based on two military education levels. Each level of military education ends with a certain level of qualification. It is possible to distinguish the general tendencies of development of the higher Hungarian military school: improvement of the quality of applicants’ selection, individualization of training of cadets and trainees, stabilization of their number at the present level; further informatization of the educational process, introduction of multimedia learning tools. Certainly, the positive elements of the experience of the Hungarian army can be used in the training of officers in the Ukrainian Armed Forces under the conditions of gradual transition to the recruitment on a contract basis.

Military profile rises but coup is unlikely in Brazil

2018 ◽  
Keyword(s):  
Large Scale ◽  
Armed Forces ◽  
Military Coup ◽  
Content Type ◽  
Political Role ◽  
Military Members ◽  
Senior Officers ◽  
High Level ◽  
The Military

Subject The political role of the armed forces. Significance The armed forces have recently assumed an unusually high political profile. The current government has appointed generals to high-level positions and ordered a large-scale intervention led by the army in Rio de Janeiro state security institutions. These measures, many of them unprecedented, are an attempt by President Michel Temer to boost his popularity as a ‘tough-on-crime’ leader. The armed forces are one of the few public institutions enjoying high levels of trust among Brazilians. Impacts Despite recent protest calls for a military coup, support for such a move is restricted to a radical minority. Resistance against further reliance on the military for domestic law enforcement will rise, including among senior officers. Bolsonaro will focus his message on crime, promising to bring more military members into his cabinet, including the Education Ministry.

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