Soldiers No MORE in the War Against Women: A Call to Men

A Call to Men to Help End the Nightmare of Misogyny
by Chris Crass / (First published in EarthFirst! Newswire)

There is a war against women, and men and boys are trained everyday to be the soldiers. Misogynist violence isn’t the biological imperative of men. Misogyny, the worldview that engenders, validates, and normalizes violence against women, is beaten into boys and woven into the fabric of “successful masculinity”.

While very few men consciously choose to be horrible to women, the reality is, everyday “respectable” and “acceptable” norms of how men interact and treat women are infused with male entitlement and male privilege. Together, these norms, contribute to a culture of misogyny, rape, assault, and emotional abuse. A hallmark of this culture is the tragic indifference of men to women’s lives, leadership, dreams, needs, wants, and futures. Everyday sexist norms include constant interruptions of women speaking, catcalls on the street, regular comments about women’s appearance rather then their contributions and character, communicating in subtle and blatant ways that men see women as there to serve men’s needs, zoning out when women speak so as to formulate your own thoughts or to sexualize them, ignoring women’s ideas and then repeating them back later as your own ideas, and taking up emotional, verbal, energetic and physical space in ways that silence and push women out.

And when women complain about any aspect of the enormity of patriarchal culture or daily threats and realities of violence, such as the recent explicitly misogynistic and racist mass murderer in Santa Barbara, men overwhelming respond in a chorus of “but not all men act that way”, rather then expressing a profound sadness for the reality of patriarchal culture and violence, followed by a commitment to learn more and take action to change it. Fear of being implicated, in any way, is greater for far too many men, then fear of what the reality of patriarchal culture and violence means for women in their lives. But just like soldiers, men aren’t born this way, they are trained.

crass

In workshops on “Men and Feminism” with thousands of men around the U.S. and Canada, I often use an exercise developed by Paul Kivel and the Oakland Men’s Project. I ask men, “Who here has been told ‘act like a man?’” Almost all the hands go up. What does that mean I ask? Typical responses include: “don’t cry,” “always be in control,” “suck it up and be tough,” and “don’t be emotional.” When I ask what emotions men are allowed to express, I hear: “anger,” “jealousy,” and “resentment.” I then ask what the men are called when they step out of the “act like a man box,” and a long list of slurs intended to degrade men and boys as either gay or feminized is given.

This training to “act like a man” is intended to turn boys into soldiers – soldiers deeply detached from their emotions, except violent rage and anger, and to internalize misogyny and homophobia as a basis for their masculinity. I then ask men to raise their hands if they were ever beaten up by male family members or by boys in school for “not acting like a man.” At least half of the hands go up. “How many of you have ever experienced depression, anxiety, or low self-esteem?” I inquire; almost all the hands go up. Nearly every hand is raised when I ask, “How many of you have been afraid to tell anyone?” The exercise ends with a few additional questions. How many of you have used drugs or alcohol to escape? How many of you have used violent or dangerous behavior to escape? How many of you have contemplated suicide? I raise my hand for many of these, including the last one.

This is the nightmare of patriarchy in the lives of men, and it is a nightmare we perpetuate in subtle and profound ways. This is the training of soldiers in the war against women, and it is pervasive. But this is not how it has always been. Throughout the world, throughout history, there have been societies and cultures that were far more egalitarian, without the strict gender roles, where misogynistic violence wasn’t the norm. To understand why boys are trained to be soldiers, we must look at the other wars they have been trained to be part of.

Misogyny has been and is a weapon of colonization against Indigenous peoples and nations – not only attacking the power of women in Indigenous societies, but forcing patriarchy into those societies to divide and conquer them. Gender violence was central to the development and organization of the Atlantic slave trade and the system of plantation slavery on the South – using rape to both populate the slave system as the child of a slave is born into slavery, but also again, to dehumanize enslaved women to and further suppress the power of women and fracture the overall community. Misogyny was and continues to be central to the development and expansion of capitalist economic relationship. Across the globe, communities were uprooted from the land, and gendered divisions of labor hardened: men forced into paid labor to make someone else rich, women into unpaid, unvalued reproductive labor at the same time as men were granted social permission to unleash the rage and misery of their own exploitation and disempowerment on their wives and children.

Learning this history is key to men to help ending the war against women. From Andrea Smith’s analysis of sexual violence as a tool of genocide, to Maria Mies and Silvia Federici’s writing on violence against women as a tool to divide European peasant and working class communities to construct capitalism, to Angela Davis’s formulation that women in enslaved African communities and in all oppressed communities have been at the forefront of resistance and liberation struggles and therefore, “the slave master’s sexual domination of the black woman contained an unveiled element of counterinsurgency”.

Today, the war on women is the massive number of women who are raped and assaulted. It is the fact that domestic violence support services get more then 75,000 requests for assistance on a typical day; that domestic violence is the leading cause of injury for women between the ages of 15 and 44, and the leading cause of death for Black women of the same ages. It is the crisis of over 1200 missing or murdered Indigenous girls and women in Canada over the past 30 years. It is the disproportionate amount of violence transgender women face from street harassment to police violence. It is African-American mother Marissa Alexander currently serving 20 years in a Florida prison for firing a warning shot, in which no one was hurt, to scare away her abusive husband while George Zimmerman was found justified in killing unarmed Black teenager Trayvon Martin based on the same legal argument.

The war on women is the U.S. government’s forced sterilization of Indigenous, Black and Latina women over hundreds of years, with it continuing to happen to incarcerated women. It is the austerity measures of the U.S government gutting publicly funded institutions such as schools, welfare, food stamp programs, and early childhood learning programs, while redistributing money, via tax policy, from working class, poor, and middle class communities to the richest people on the planet. Austerity measures further put the burden of unpaid labor of maintaining life and society on the backs of women, particularly women of color. Along with colonization and hundreds of years of the Atlantic slave trade, the unpaid reproductive labor of women, is the foundation of capitalism. The war against women is the gender-based violence of husbands, boyfriends and the state to maintain the structures of unpaid women’s reproductive labor.

While men, in general, reap a wide range of male privileges (with access to those privileges differentiated unequally by race, class, sexuality, ability, citizenship, and nationality), it’s time for men in the millions to declare that we will no longer be the soldiers in the war against women. That we will no longer perpetuate sexist attitudes, cultural practices and public policies that undermine women’s leadership, dignity, and power in society. That we will work against the long term impacts of white supremacy, colonization, homophobia, and economic exploitation in society and all of our communities.

Throughout history and today, women have resisted. As men, we must learn from and join with feminist movements to redefine what it means to act like a man, so that we can act like many kinds of men – or other genders entirely. Some of us can build on our ancestors’ traditions of different kinds of masculinities. In many cases we already have models of masculinity upon which we can draw and find inspiration. But we must collectively, along with women and people of other genders, redefine masculinities in ways that replace misogyny and homophobia with love and compassion. We must collectively redefine masculinities in ways that center visions and values of economic, racial, gender, disability and environmental justice. As men, let us work to heal from the training we’ve received to be soldiers in the war against women, let us look to feminist women’s leadership for vision and guidance of the society we want to live in, and let us join with people of all genders to end the violence and exploitation of all of these wars. Beyond the nightmare of patriarchy is a world of possibility. Let us be courageous, and go there together.

For Further Reading:

• Feminism is for Everybody: Passionate Politics by bell hooks

• Men’s Work: How to Stop Violence That Tears Our Lives Apart by Paul Kivel

• The Will to Change: Men, Masculinity and Love by bell hooks

• Boys Will Be Men: Raising Our Sons for Courage, Caring and Community by Paul Kivel

• Conquest: Sexual Violence and the American Indian Genocide by Andrea Smith

• Women, Race and Class by Angela Davis

• Patriarchy and Accumulation on a World Scale by Maria Mies

• Caliban and the Witch by Silvia Federici

Note: thank you to Andy Cornell, Lydia Pelot-Hobbs, Jardana Peacock, and Chanelle Gallant for feedback.

Chris Crass is the father of a beautiful little boy named River, and is a longtime social justice organizer who writes and speaks widely about anti-racist organizing, feminism for men, lessons and strategies to build visionary movements, and leadership for liberation. He is the author of Towards Collective Liberation: Anti-racist Organizing, Feminist Praxis, and Movement Building Strategy, published by PM Press. He is a Unitarian Universalist and lives in Nashville, Tennessee. His website is www.chriscrass.org.

 

Interviews: Leah Bolger

leah-bolger-570x350Leah Bolger joined the U.S. Navy in 1980 and received her commission as an Ensign from Officer Candidate School in Newport, RI. Her duty stations included such disparate locations as Iceland, Bermuda, Japan and Tunisia, as well as stateside tours in Texas, Rhode Island and Virginia. She received her master’s degree in national security and strategic affairs from the Naval War College, and served as a Military Fellow at the Massachusetts Institute of Technology’s Strategic Studies Program. She retired from active duty service in July 2000 at the rank of Commander.  She went on to form the Veterans for Peace Linus Pauling Chapter in Corvallis, Oregon, and served as its President before she went on to become the national president of Veterans for Peace.  She currently serves as the Secretary of Defense for the Green Party Shadow Cabinet, the Chair of the Coordinating Committee and the Outreach Committee of World Beyond War, is the Chair of the Veterans For Peace working group on Drones, and is the Coordinator for the Drones Quilt Project

What experiences did you have that turned you toward organizing?

Organizing for me has been a natural outgrowth of being an activist.  Most people find themselves drawn into activism gradually, however I had a pivotal experience which turned me from “concerned citizen” into “activist.”  I went to Eugene, Oregon to see an exhibit created by the American Friends Service Committee (AFSC) called “Eyes Wide Open.”  The exhibit consisted of rows and rows of army boots, lined up as if in formation, or as tombstones at Arlington.  Attached to the boots were dog tags with the name of a solider who had died in Iraq.  Sometimes there were other items like photos, notes, or other mementos with the boots.  In another part of the exhibit there were piles of civilian shoes…women’s shoes, men’s sandals, small children’s shoes–meant to represent the Iraqis who had been killed.  This exhibit had a real impact on me.  I had a visceral reaction to it, like a punch in the gut, and I felt compelled to start doing something about the Iraq war.  That’s when I became an activist.  I formed a chapter of Veterans For Peace, and took off from there–networking with other peace activists, working on different campaigns and issues, lobbying, attending conferences, protesting, committing acts of civil resistance, speaking, traveling, and connecting with others.  I think that 20 years of being a military officer may have something to do with my tendency towards leadership and management.  “Organizing” just seems to fit in my comfort zone, though I usually identify myself as an “activist” rather than an “organizer.

How do you distinguish between activism and organizing, then?

I would say that all organizing  is activism, but the reverse is not true.  There are many forms of activism:  writing letters, speaking, demonstrating, lobbying, Civil Resistance…but they are not necessarily organizing.  An individual can write a letter to the editor and call that an action of activism, however an organizer would coordinate many people writing letters at the same time.  Organizing is about getting others on the same page acting in coordination.  Organizers coalesce the power and potential of the activists.

Who would you consider your social justice heroes and why?

I would like to mention three women who are not only heroes to me, but who I would also consider as mentors:  Kathy Kelly, Medea Benjamin and Ann Wright.

Kathy Kelly has been nominated twice for the Nobel Peace Prize, has deliberately lived below the poverty line in order to resist paying war taxes, and traveled extensively to Iraq in defiance of U.S. sanctions.  She has been arrested dozens of times and served jail time as a result of her actions in opposition  to war and social injustice.

Medea Benjamin is the co-founder of Global Exchange and Code Pink.  Through creative, gutsy and media-savvy actions, she has brought attention to countless social justice issues, and Code Pink has become a recognized force to be reckoned in D.C.  She has also traveled extensively, building relationships with women all over the world, working in collaboration to resist war and oppression.

Ann Wright retired from the U.S. Army, then went on to serve 16 years as a Foreign Service Officer before she resigned from the State Department in protest just before the U.S. invasion of Iraq in 2003.  Today Ann continuously travels the world speaking, protesting, and organizing against war, militarism and injustice.  She was a passenger on the Challenger I, part of the Gaza Flotilla which was attacked by the Israeli Defense Force, resulting in the deaths of 10 unarmed civilians.  What these three women have in common is selfless devotion to justice and peace, and a real commitment to the difficult work they have chosen.

 

What gives you hope for the future?

Sadly, I frequently feel very pessimistic about the future.  The problems we face are so big and numerous, and it is difficult to see where we are making any significant progress.   However, we have to continue trying, and I am heartened to realize how many others are out there working as hard or harder than I am.

 

What do you think are the most significant obstacles to social justice in the future?

The biggest problem in my mind, is the disparity between the rich and everyone else that has led to a government which could be described as an oligarchy or plutocracy.  Money controls and drives everything.  This is why you have children going to bed hungry, but weapons contractors making record profits.

 

What books would you recommend people look at for social change and why?

A People’s History of the U.S., by Howard Zinn, Nickel and Dimed, by Barbara Ehrenreich, Animal Farm, by George Orwell, many Chomsky books.

 

Are there any movies you recommend for teaching about social justice and change?

I highly recommend “A Force More Powerful,” which chronicles the history of strategic nonviolent conflict throughout the world; also “Inequality for All,” a recent film featuring Robert Reich.  Non-documentaries would include “Gandhi,” “To Kill a Mockingbird,” “Dead Man Walking,” and “Erin Brockovich.”

 

World Peace and Other Fourth Grade Achievements

World Peace and Other Fourth Grade AchievementsJoin us for a screening of World Peace and other 4th-Grade Achievements including a Q&A with author John Hunter at the Majestic Theater in Downtown Corvallis on 01/22 @ 7pm as part of the City of Corvallis Martin Luther King Celebration.

What can 4th graders do? John Hunter, an elementary school teacher in Virginia, believes they can solve world peace. He believes they are capable of much more than we usually ask of them. As we prepare children for their futures, teacher John Hunter describes his type of teaching as particularly relevant for students today because “The World Peace Game is about learning to live and work comfortably in the unknown.” For over thirty years, Hunter has been teaching students the world of peace through a remarkable exercise that he created called The World Peace Game.

The World Peace Game is a multi-dimensional strategic board game that requires participants to solve global economic, geo-political, environmental, and other challenging world issues. The participants must decide for themselves how to approach, and respond to each situation, whether through negotiation, the threat or use of force, or acquiescence. Hunter uses his large-scale game grounded in real-world problems to teach his students critical thinking, problem-solving, collaboration, coordination, communication, research, negotiation skills, and the skill of synthesis, to name a few. Because the ever changing, interconnected world in which we live demands it, Hunter intentionally presents his students with complexity and ambiguity in order to challenge them to think their way through unclear, layered issues and dilemmas.

Filmmaker Chris Farina documented one class’s participation in The World Peace Game in his film, World Peace and Other 4th Grade Achievements. This exceptional and moving look into Mr. Hunter’s classroom is an engaging and exciting example of what project-based, problem-based, highly energized and relevant teaching and learning looks like. It shows a very structured and engaging classroom created by relinquishing the traditional notion of teacher always in control, at the front of the room, dispensing well-proportioned information. The film shows what is possible to create when we adopt a new vision of the learner and his or her needs and what is possible when educators continue to grow, learn, and challenge themselves.

Higher Education in Mexico

Mtro. Enrique Fuentes Flores from the Universidad Latina de América presented a wonderful lecture at Oregon State University on October 30th 2013 that focused on the trends of higher education in Mexico, as well as its challenges.

In a nation with many social and political challenges, universities are attempting to provide Mexican society with professionals who can respond to current conditions in responsive, creative new ways.

But what does it mean to have access to higher education in Mexico? How do corruption and unemployment affect the outcome of the efforts made by universities and teachers?

Higher education in Mexico: The Challenges

Higher education in Mexico: the challengesJoin us for a noontime event and discussion with Mtro. Enrique Fuentes Flores from the Universidad Latina de América on Wednesday, Oct 30th at Noon in the Memorial Union Journey Room.

In a nation with many social and political challenges, universities are attempting to provide Mexican society with professionals who can respond to current conditions in responsive, creative new ways.

But what does it mean to have access to higher education in Mexico? How do corruption and unemployment affect the outcome of the efforts made by universities and teachers?

This lecture will focus on the trends of higher education in Mexico, as well as its challenges.

A Peace Studies event, co-sponsored by the School of History, Philosophy, and Religion, the School of Language, Culture, and Society, and the Anarres Project for Alternative Futures