Americans have long been asked to support the troops and care for veterans’ psychological wounds. Who, though, does this injunction serve? As acclaimed scholar Nadia Abu El-Haj argues here, in the American public’s imagination, the traumatized soldier stands in for destructive wars abroad, with decisive ramifications in the post-9/11 era. Across the political spectrum the language of soldier trauma is used to discuss American warfare, producing a narrative in which traumatized soldiers are the only acknowledged casualties of war, while those killed by American firepower are largely sidelined and forgotten. In this wide-ranging and fascinating study of the meshing of medicine, science, and politics, Abu El-Haj explores the concept of post-traumatic stress disorder and the history of its medical diagnosis. While antiwar Vietnam War veterans sought to address their psychological pain even as they maintained full awareness of their guilt and responsibility for perpetrating atrocities on the killing fields of Vietnam, by the 1980s, a peculiar convergence of feminist activism against sexual violence and Reagan’s right-wing “war on crime” transformed the idea of PTSD into a condition of victimhood. In so doing, the meaning of Vietnam veterans’ trauma would also shift, moving away from a political space of reckoning with guilt and complicity to one that cast them as blameless victims of a hostile public upon their return home. This is how, in the post-9/11 era of the Wars on Terror, the injunction to “support our troops,” came to both sustain US militarism and also shields American civilians from the reality of wars fought ostensibly in their name. In this compelling and crucial account, Nadia Abu El-Haj challenges us to think anew about the devastations of the post-9/11 era.

An Exploration Of The Spiritual Dimension In Urban Women S Lives What Is Spirituality And How Does It Manifest Itself In The Lives Of Urban Middle-Class Women? Does Acceptance Of The Spiritual Path Necessarily Mean Renunciation Of The Material World? Or Is There An Alternative Mode Of Existence That Allows One To Develop A Distinct Selfhood Even As One Carries Out The Social-Sexual Responsibilities Implicit In Conventional Family Life? In A Series Of Interviews With More Than Two Hundred Women Living In The City Of Delhi, Renuka Singh Explores These And Other Issues. Using The Oral, Autobiographical Mode Of Narrative, The Author Allows The Respondents To Speak For Themselves, So That The Reader May Follow The Path Of Their Development As They Experienced It. In The Second Section Of The Book, She Provides Alternative Perspectives On The Subject Through Interviews With His Holiness The Dalai Lama, And A Male Student Of His. A Pioneering Study Of A Hitherto Neglected Aspect Of The Female Psyche, Women Reborn Is An Important Addition To The Growing Literature About The Modern Indian Woman. Praise For Renuka Singh (She) Has Pioneered A New Approach In The Direction Of Studying Women S Problems. - Contributions To Indian Sociology

Adolescent sexual awakening is reevaluated in terms of social and cultural influences.

This book shares the LEAD (Leadership Enrichment and Development) method, a framework for supporting and facilitating leadership identity development for women in higher education. Guided by feminist group processes and relational learning, the chapters in this volume illustrate the impacts of self- and peer mentorship on the authors. Part lived experience, part reflection on scholarship on women’s leadership development, this book has implications for those in leadership development settings across professional sectors and career trajectories, offering strategies, implications, and insights for those developing or seeking to learn about peer mentoring programming for women faculty. Women faculty, leadership development coaches, faculty development leaders, directors of centers for teaching excellence, program leaders focused on girls’ and women’s leader development, and students and scholars interested in women’s leadership development in higher education will find this volume of interest. While LEAD’s context is higher education, the volume offers valuable application to other professional settings where women work, lead, and thrive.

This book conceptualizes ecopedagogies as forms of educational innovation and critique that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems of humans, machines, nonhuman animals, objects, stuff, and other forms of matter. Contemporary postdigital ecosystems are determined by a range of new bioinformational reconfigurations in areas including capitalism, imperialism, settler-colonialism, and ontological hierarchies more generally. Postdigital ecopedagogies name a condition, a question, and a call for experimentation to link pedagogical research and practice to challenges of our moment. They pose living, breathing, expanding, contracting, fluid, and spatial conditions and questions of our non-chronological present. This book presents analyses of that present from a wide spectrum of disciplines, including but not limited to education studies, philosophy, politics, sociology, arts, and architecture.

Association Journal New Moon Nora Off Our Backs Psychology Of Women Quarterly Redbook Resources for Feminist Research Sage Woman Sex Roles Signs Sojourner Teen Voices Tulsa Studies In Women's Literature Vogue WE International Woman's Art Journal Women & Criminal Justice Women & Health Women & Language Women & Performance Women & Politics Wom Women in Action Women's History Review Women's International Network News Women's Review of Books Women's Rights Law Reporter Women's Studies Quarterly Working Mother