Abstract/Summary

Do the critical pedagogic approaches adopted by teachers fully succeed in deconstructing the UN’s institutionalised power relations? Applying an intersectional feminist lens to the analysis of curriculum design, this essay examines how two undergraduate modules taught at British universities between 2013 and 2016 are structured according to a repressive ‘neo-liberal gender logic’, and considers the implications this has for how gendered war and peace are conceptualised; and how male and female students are socialised as future employees of institutions.