Cornelia Baciu

Abstract

Diversity as a Pedagogical Tool in Feminism and Security Studies

For  decades,  pedagogical  literature  has  claimed  that  teaching  a  diverse  class  can  pose pedagogical constraints (Kumi-Yeboah et al. 2020; Al Muqarshi et al. 2021; Trees 2013; Gay 2002;  Alder  2000).  This study focuses on a different  vantage  in  heterogeneous  classes.  It contends that cultural diversity can transform into a pedagogical asset for enhancing students’ learning experiences and knowledge.  To this end, it reveals new empirics illustrating  the benefits that a diverse class can have for advancing learning. The study argues that, through collaborative learning techniques and integrating students’ multicultural background in the class content can enhance their understanding of the topic. To unpack this argument, I employ an  extensive  intervention  (exercise,  survey,  plus  discussion)  in  a  diverse  MA  class  at  the University  of  Copenhagen,  in  the  session  on  ‘Feminism  and  Security  Studies’.  The main intended learning outcomes of the session are a) an in-depth understanding and comparison of conscription models from different countries, and b) their discussion from different lenses of feminism approaches.
The  study  found  that,  first,  diversity  was  a  value  added  for  the  discussion  because  of  the empirical  variation  and  concrete  examples.  The guided discussion helped students better understand the link between the examples provided and feminist critiques. In concrete terms, the  exercise  took  stock  of  the  class  heterogeneity  to  unlock  potential  that  would  otherwise remain  untapped.  Through the exercise on conscription  and  feminism,  students  generated  a distinct pedagogical value to the classroom. This materialized through aggregate ‘cooperative learning’  dynamics  (see  Alder  2009:  28),  in  which  students  learned  about  practices  and examples  of  conscriptions  from  other  countries.  Second,  the  exercise  contributed  to  an increased  conceptual  comprehension  of  the  subject  matter.  The  discussion  enabled  this dimension  through  the  students’  own  cognitive  reflections  and  the  comparative  approach.
Students’ genuine examples or assessments reveal importance nuances of conscription from a feminism standpoint, such as the implications on family dynamics or on conflict resolution, the risk  that  female  conscription  might  in  fact  acerbate  stereotypes  or  the  possible  utilisation  of women to legitimise a militaristic policy. Third, a strength of the class exercise on conscription and feminism was that it generated female empowerment. Some female students first talked during that class, and since then they talk almost every class.