{"id":30557,"date":"2024-07-30T14:09:47","date_gmt":"2024-07-30T14:09:47","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/gendered-resistance-the-role-of-leymah-gbowees-movement-in-genocide-prevention\/"},"modified":"2024-07-30T14:09:47","modified_gmt":"2024-07-30T14:09:47","slug":"gendered-resistance-the-role-of-leymah-gbowees-movement-in-genocide-prevention","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/gendered-resistance-the-role-of-leymah-gbowees-movement-in-genocide-prevention\/","title":{"rendered":"Gendered Resistance: The Role of Leymah Gbowee\u2019s Movement in Genocide Prevention"},"content":{"rendered":"

This paper should be 15-25 pages long, 12pt. font, Times New Roman, double spaced. 
The field of study is Genocide Studies.<\/p>\n

<\/p>\n
The paper is in review of: Gbowee, Leymah. Mighty Be Our Powers: How Sisterhood, Prayer, and Sex Changed a
\nNation at War – A Memoir. United States: Harper Collins Publishers, 2011.
The prompt is as follows:<\/div>\n
<\/div>\n
BEGIN PROMPT<\/div>\n
<\/p>\n
Read Leymah Gbowee\u2019s Mighty Be Our Powers: How Sisterhood, Prayer, and Sex Changed a Nation at War – A Memoir. \u2022 Write a paper that defends and substantiates the following argument: The movement led by Leymah Gbowee\u2019s network of women might not have called themselves genocide prevention practitioners, but that is what they did. Your thesis will revolve around your answer to the questions of \u201cwhy\u201d and \u201chow,\u201d as you see it. <\/p>\n

Cite a substantial amount of writings from our syllabus, including at least 2 of the
\nreadings in the \u201cFor Further Study: Gender and Genocide, Prevention & Recovery\u201d
\nsection of the syllabus. You are not allowed to cite anything from
\noutside the syllabus. (Note from client: I will provide this list of sources.)<\/div>\n<\/div>\n

<\/div>\n
 You must follow the following steps, and your paper must have these elements: <\/div>\n
<\/div>\n
1. First, decide whether the conflict that Gbowee describes in Liberia was genocide,
\ngenocidal, or a conflict that exhibits mass atrocity crimes and crimes against
\nhumanity.
\n(It is not a stretch to argue this. After all, Charles Taylor was convicted of crimes
\nagainst humanity for atrocities in Sierra Leone, and the conflict in Liberia and
\nSierra Leone were inextricably and structurally linked. But there were also
\nreciprocal dynamics in Libera that make this a more complicated case, where
\nTaylor was not the only genocidal or \u201catrocious\u201d actor \u2013 is \u201catrocious\u201d even a
\nword I can use here? Is \u201ccrimes against humanity actor\u201d a better phrase? You
\nknow what I mean.). <\/div>\n
<\/div>\n
2. Then, make sure your paper covers what Gbowee says the international
\ncommunity did wrong in Liberia, discusses how international attempts to help
\nmade things worse. Explain, in turn, what Gbowee\u2019s movement did right. <\/div>\n
<\/div>\n
 3. Then, as you prepare your argument over how and why Gbowee\u2019s network should
\nbe understood as a genocide prevention movement, make sure your paper is
\nseriously engaged with at least 2 of the readings in the \u201cFor Further Study: Gender
\nand Genocide, Prevention & Recovery\u201d section, located in Week 8 of the syllabus.  (again, Client will provide this list at the end of this Prompt).<\/div>\n
<\/div>\n
 Let me just get this out of the way. It is impossible to analyze this book without
\ntaking seriously the gendered dynamics of the conflict. This was a network of
\nwomen who learned how to become brilliant peacemakers (and bring a genocidal
\nconflict to a full stop) by first learning how to analyze and respond to gender based violence in their own lives. (Indeed, as we\u2019ve been learning about the whole
\nsemester, different types of violence in any given society are connected). <\/div>\n
<\/div>\n
See what I\u2019m doing? I\u2019m forcing you to write a paper that synthesizes your learning
\nand experiences from the entire semester, and then uses that synthesis as a basis for
\nanalyzing Leymah Gbowee\u2019s memoir!
\n\u2022 You are not allowed to cite anything from outside our syllabus. The point of this
\nexercise is to draw connections, for yourself, about the journey we\u2019ve been on
\ntogether this semester \u2014 and to do so by analyzing a conflict.  <\/div>\n
<\/div>\n
END PROMPT<\/div>\n
<\/div>\n<\/div>\n
Here are several readings from the Syllabus available for citation and engagement in this critical essay:<\/div>\n
<\/div>\n
\n

* Berry, Marie E. “Barriers to women\u2019s progress after
\natrocity: Evidence from <\/p>\n

Rwanda and Bosnia-Herzegovina.” Gender & Society
\n31, no. 6 (2017): 830-853.<\/p>\n

* Berry, Marie E. “When \u201cbright futures\u201d fade:
\nParadoxes of women\u2019s <\/p>\n

empowerment in Rwanda.” Signs: Journal of Women in
\nCulture and Society 41, no. <\/p>\n

1 (2015): 1-27.<\/p>\n

* Berry, Marie E. War, women, and power: From violence to
\nmobilization in <\/p>\n

Rwanda and Bosnia-Herzegovina. Cambridge University Press,
\n2018.<\/p>\n

* Brown, Sara E. “Female perpetrators of the Rwandan
\ngenocide.” International <\/p>\n

Feminist Journal of Politics 16, no. 3 (2014): 448-469<\/p>\n

* Carpenter, Charli. “Beyond ‘Gendercide’:
\nIncorporating Gender into Comparative <\/p>\n

Genocide Studies.” The International Journal of Human
\nRights 6, no. 4 (2002): 77-<\/p>\n

101.<\/p>\n

* Connellan, Mary Michele, and Christiane Fr\u00f6hlich. “A
\nGendered Lens for <\/p>\n

Genocide Prevention.” In A Gendered Lens for Genocide
\nPrevention, pp. 1-10. <\/p>\n

Palgrave Macmillan, London, 2018.<\/p>\n

* Connellan, Mary Michele. “The Problem of \u201cProtecting
\nVulnerable Groups.\u201d <\/p>\n

Rethinking Vulnerability for Mass Atrocity and Genocide
\nPrevention.” In A <\/p>\n

Gendered Lens for Genocide Prevention, pp. 11-26. Palgrave
\nMacmillan, London, <\/p>\n

2018.<\/p>\n

* Daley, Patricia O. Gender & Genocide in Burundi: the
\nsearch for spaces of peace <\/p>\n

in the Great Lakes region. Indiana University Press, 2008.<\/p>\n

* Dwyer, Leslie. \u201cA Politics of Silences: Violence, Memory,
\nand Treacherous Speech <\/p>\n

in Post-1956 Bali,\u201d in Alex Hinton and Kevin O\u2019Neill, eds.,
\nGenocide: Truth, <\/p>\n

Memory, and Representation. Duke University Press, 2009.<\/p>\n

* Fein, Helen. “Genocide and gender: the uses of women
\nand group <\/p>\n

destiny.” Journal of Genocide Research 1, no. 1 (1999):
\n43-63.<\/p>\n

* Hedlund, Anna. “\u201cWe Are Not Part of Their War\u201d: Hutu
\nWomen\u2019s Experiences of <\/p>\n

Rebel Life in the Eastern DRC Conflict.” In A Gendered
\nLens for Genocide <\/p>\n

Prevention, pp. 111-132. Palgrave Macmillan, London, 2018.<\/p>\n

* Irvin-Erickson, Douglas. “Prosecuting Sexual Violence
\nat the Cambodian War <\/p>\n

Crimes Tribunal: Challenges, Limitations, and
\nImplications.” Human Rights <\/p>\n

Quarterly 40, no. 3 (2018): 570-590.<\/p>\n

* Irvin-Erickson, Douglas. “Sixty Years of Failing to
\nProsecute Sexual Crimes: From <\/p>\n

Rapha\u00ebl Lemkin at Nuremberg to Lubanga at the International
\nCriminal Court.” <\/p>\n

In A Gendered Lens for Genocide Prevention, pp. 83-109.
\nPalgrave Macmillan, <\/p>\n

London, 2018.<\/p>\n

* Jones, Adam. “Gender and genocide in Rwanda.”
\nJournal of genocide research 4, <\/p>\n

no. 1 (2002): 65-94.<\/p>\n

* Marczak, Nikki. “A century apart: The genocidal
\nenslavement of Armenian and <\/p>\n

Yazidi women.” In A Gendered Lens for Genocide
\nPrevention, pp. 133-162. Palgrave <\/p>\n

Macmillan, London, 2018.<\/p>\n

* Myrttinen, Henri. “Men, masculinities and
\ngenocide.” In A gendered lens for <\/p>\n

genocide prevention, pp. 27-47. Palgrave Macmillan, London,
\n2018.<\/p>\n

* Nyseth Brehm, Hollie, Christopher Uggen, and Jean\u2010<\/span>Damasc\u00e9ne
\nGasanabo. “Age, <\/p>\n

gender, and the crime of crimes: Toward a life\u2010<\/span>course theory of genocide <\/p>\n

participation.” Criminology 54, no. 4 (2016): 713-74<\/p>\n

* Rittner, Carol, Ernesto Verdeja, Elisa von Joeden-Forgey,
\nHugo Slim, Maria <\/p>\n

Eriksson Baaz, Maria Stern, and Henry C. Theriault.
\n“Why Teach?.” In Teaching <\/p>\n

about Rape in War and Genocide, pp. 8-25. Palgrave Pivot,
\nLondon, 2016.<\/p>\n

* Sharlach, Lisa. “Gender and genocide in Rwanda: Women
\nas agents and objects <\/p>\n

of Genocide.” Journal of Genocide Research 1, no. 3
\n(1999): 387-399.<\/p>\n

* Snow, James. “Mothers and Monsters: Women, Gender,
\nand Genocide.” In A <\/p>\n

Gendered Lens for Genocide Prevention, pp. 49-82. Palgrave
\nMacmillan, London, <\/p>\n

2018.<\/p>\n

* von Joeden-Forgey, Elisa. “Gender and the future of
\ngenocide studies and <\/p>\n

prevention.” Genocide Studies and Prevention 7, no. 1
\n(2012): 89-107.<\/p>\n

* von Joeden-Forgey, Elisa. “Gender and the Genocidal
\nEconomy.” Economic <\/p>\n

Aspects of Genocides, Other Mass Atrocities, and Their
\nPrevention (2016): 378-95.<\/p>\n

* von Joeden-Forgey, Elisa. “Gender, sexual violence,
\nand the Herero <\/p>\n

genocide.” The Routledge Companion to Sexuality and
\nColonialism (2021): 316-<\/p>\n

326.<\/p>\n

* von Joeden-Forgey, Elisa. “The devil in the
\ndetails:\u201cLife force atrocities\u201d and the <\/p>\n

assault on the family in times of conflict.” Genocide
\nStudies and Prevention 5, no. 1 <\/p>\n

(2010): 1-19.<\/p>\n

* von Joeden\u2010<\/span>Forgey,
\nElisa. “Gender and genocide.” In The Oxford handbook of <\/p>\n

genocide studies. 2010.<\/p>\n

* Warren, Mary Anne. “Gendercide: The implications of
\nsex selection.” (1985)<\/p>\n

<\/p>\n

—————————————————–<\/p>\n

<\/p>\n

Thank you!<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

This paper should be 15-25 pages long, 12pt. font, Times New Roman, double spaced. The field of study is Genocide Studies. The paper is in review of: Gbowee, Leymah. Mighty Be Our Powers: How Sisterhood, Prayer, and Sex Changed a Nation at War – A Memoir. United States: Harper Collins Publishers, 2011.The prompt is as follows: […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[86],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/30557"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=30557"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/30557\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=30557"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=30557"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=30557"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=30557"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}