Following the end of the draft in 1973, the US military increasingly offered women the opportunity to transform their lives—to obtain an education, receive healthcare, provide for their families, and prove their worth to the nation. By the time the US invaded Iraq and Afghanistan at the turn of the twenty-first century, the labor of women—and Black women in particular—was critical to the military’s ability to simultaneously wage two wars. Within the context of counterinsurgencies fought amid civilian populations, the US military discovered the value of women’s gender difference as a weapon of war.
Through ethnographic and archival research with women soldiers and Marines, as well as military and government officials, Gender Is a Weapon contextualizes women’s service in Iraq and Afghanistan against the promises of liberal inclusion unfolding throughout the late twentieth and early twenty-first century. Centered on narratives of Black and Indigenous women, women of color, immigrant women, and queer women, the book analyzes the transformations of martial citizenship; the racialized language of cultural difference in the US’s revitalized counterinsurgency doctrine; the gendered performances of women in combat and civilian engagement missions; and ultimately, the irreparable injuries of body and mind with which these women returned home. The epilogue discusses the recent dismantling of DEI in the military and US government more broadly, reflecting on what we can learn from the violent history of military liberal inclusion to help us better understand our contemporary moment. By carefully attending to both the discursive construction and performative enactment of gender in militarized and securitized contexts, the book advances theoretical frames for studying gender in state militaries, militarism, and late liberalism.
Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments.
In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges—even clashes—as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty.
This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2026
The University of Chicago Press
