Toppled Monuments and Black Lives Matter: Race, Gender, and Decolonization in the Public Space. An Interview with Charmaine A. Nelson

This paper discusses the recent backlash against public monuments spurred by Black Lives Matter (BLM) protests in North America and elsewhere following the killing by police of George Floyd, an unarmed African-American man in the United States. Since this event, protestors have taken to the streets to bring attention to police brutality, systemic racism, and racial injustice faced by Black and Indigenous people and people of colour in the United States, Canada, Great Britain and some European countries. In many of these protests, outraged citizens have torn down, toppled, or defaced monuments of well-known historic figures associated with colonialism, slavery, racism, and imperialism. Protestors have been demanding the removal of statues and monuments that symbolize slavery, colonial power, and systemic and historical racism. What makes these monuments problematic and what drives these deliberate and spectacular acts of defiance against these omnipresent monuments? Featuring an interview with art historian Charmaine A. Nelson, this article explores the meanings of these forceful, decolonial articulations at this moment. The interview addresses some complex questions related to monumentalization and the public sphere, symbolism and racial in/justice. In so doing, it suggests that monuments of the future need to be reimagined and redefined contemporaneously with shifting social knowledge and generational change.

Out of the Closet and into Quarantine: Stories of Isolation and Teaching

Being queer can be filled with moments of isolation: not fitting in to heteronormative rites of passage, not knowing if or when to come out in academia, and now, trying to cope with the difficulties induced by officially-mandated social distancing in a global pandemic. Although isolation is a common human experience, for queer people it is often an intimate part of their stories, leaving lasting scars. Experiences of isolation, loneliness, and being “othered” have serious consequences. Through autoethnographic queer inquiry, we explore isolation and how it shapes teaching and learning. Drawing on concepts of the outsider-within and the uncanny, and distinguishing isolation from loneliness and solitude, we share our personal stories of isolation through the perspective of a performative “I”, examining how our pedagogical philosophies and practices inevitably reflect our queer experiences. Coming from different disciplines of practice, we met because of the COVID-19 pandemic, which prompted this return to old and new forms of social isolation—the old being the experience of growing up queer and the new through teaching online. From our perspectives across a generational divide, we trace the unsettling experiences of being queer and teaching in our COVID bubbles, and we attempt to navigate ourselves and our students safely through disconnection and isolation.

“It feels a bit like drowning”: Expectations and Experiences of Motherhood during COVID-19

What is the result of bringing unrealistic and overwhelming conditions of motherhood into the context of a global pandemic? This article aims to explore the impacts of maternal expectations and experiences in the context of COVID-19. Through first-person accounts of eighty self-identified mothers parenting through COVID, we aim to explore “good” mother myths, feelings of failure, and the paradoxical freedoms that occur under pandemic time.

Hear My Cry: Breaking the Code of Silence around Intimate Partner Violence among Black Women in and beyond Midlife

There is a knowledge gap about how the intersections of gender, race, culture, age, income, social class, and other identities shape Black women’s experiences of intimate partner violence (IPV). In this qualitative study, we utilized an intersectional approach to examine how IPV is experienced and managed by racialized women, and in particular, our focus was to explore the IPV experiences of Black Nova Scotian women in and beyond midlife and their experiences of seeking support. Participant recruitment was predictably challenging, but we were able to collect in-depth interview data from a Black woman who identified as being in and beyond midlife and who had experienced IPV in the past and from three people who provided support to Black women in a paid capacity. An interpretive narrative approach was utilized to identify five dominant themes: descriptions of the experiences of IPV for Black women; strategies for coping with IPV; strategies in supporting Black women experiencing IPV; barriers in accessing support; and challenges in the delivery of support. The knowledge gained through this research provides important insights about the experiences, barriers faced, and how to address these challenges for Black women who experience IPV in and beyond midlife.

Film Review: The Fruit Machine

The following is a review of The Fruit Machine documentary film directed by Sara Fodey. This documentary sheds light on a dark period in Canadian history. Using the testimonials of survivors and historical expert, The Fruit Machine film illustrates how a democratic state could legally wage a discriminatory campaign against its own citizens whose only crime was being (or suspected to be) “homosexual.” For fifty years, Canadian state institutions hunted down and interrogated thousands of individuals suspected of homosexuality. This film is a must see.

Regendering the Canadian Armed Forces

Although feminist scholars agree that there exists a systemic relationship between masculinity and militarism, the exact contours of that relationship are debatable. Most feminists argue that as a primary goal, the women’s movement ought to seek approaches for the abolition of militarism, rather than using women’s participation in the military as a means of enhancing gender equality. Despite admonitions about the dangers of pursuing gender equality through military service, feminists must also weigh these concerns against women’s advances within the military and the use of the military in peacekeeping and humanitarian operations, both of which are essential to the Women, Peace and Security agenda. This article therefore turns a critical feminist lens on theories of military re-gendering. I explore whether military organizations that have traditionally valorized militarized masculinity can be transformed—both at an individual and systemic level—to embrace an egalitarian iteration of masculinity and contribute to a more peaceable international system. To examine the possibility of regendering in the Canadian Armed Forces (CAF), I review 17 interviews that I conducted with members of the CAF from 2017-2018 using theories of military regendering. My analysis indicates that servicemembers are engaging in critical examination of the military’s gender culture, and their position within that culture. By critically engaging with questions about the relationship between gender and militarism, military personnel may be participating in the incremental—and fragile—process of improving the gender culture of the CAF.

Locating Feminist Progress in Professional Military Education

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.