Policy Coherence for Development and Securitisation: competing paradigms or stabilising North–South hierarchies?

Often treated as separate paradigms, the security-development nexus and the aid effectiveness agenda are analysed here instead as a continuum of aid policy responses that attempt to stabilise power relations in a contested and unstable international arena These responses are informed by a common commitment by western donor governments to neoliberal logic since the early 1980s. The article focuses on the discourse of policy coherence for development promoted by the DAC (Development Assistance Committee) of the OECD (Organisation for Economic Cooperation and Development), analysing it as the common vector of the two dimensions – effectiveness and security - of donor aid policy. By examining the emergence and transformations of the concept of coherence over the past two decades, it underlines the predominance of continuity over rupture in three successive phases of stabilisation (economic, political, security).     

Pedagogical discourses of gender,peace, and equality: Jane Addams Children’s Book Awards

This article discusses a feminist critical discourse analysis research project of award-winning books of the Jane Addams Peace Association. Children’s books carry societal messages that are gendered, raced, and classed, with award-winning books carrying an additional message of exceptionality as they are viewed as deserving of attention. Thus, the discourses they circulate are important points of analysis. This research, using data from the Jane Addams Children’s Book Awards (focusing on books for older children – young adult literature), takes a feminist antimilitarist perspective to explore the sociocultural implications of children’s literature for education and learning. I examine research with respect to award-winning literature, define my theoretical framework of feminist antimilitarism, explain my methodology of feminist discourse analysis, and detail my findings. I conclude that the awards as a whole function pedagogically to define conflict in ways that privilege colonial discourses, with women represented in essentialist ways and inequality perceived as absent in the contemporary West.