Earlier this week I watched a short documentary on Aljazeera, in which a Zimbabwean journalist, Stanley Kwenda, tells a story about child smuggling . Kwenda wrote an article to compliment his documentary and it expressed the value of his work. He believes it represents an indigenous voice on the issue, with knowledge on the land and the culture, as opposed to the voice of a “white foreign correspondence.” Though Kwenda did not outright discuss standpoint theory in his article, I believe this theory informs his ontology. As I watched the documentary I kept thinking about knowledge and power and I found myself thinking back to Carol Cohen’s “Sex and Death in the Rational World of Defense Intellectuals.” One of Cohen’s points, which resonated with me, was her reminder to always ask, who is the subject? The subjects of Kwenda’s documentary are three Zimbabwean children and through the use of standpoint theory, Kwenda creates a space for their marginalized voices. I found the question of subjects to be significant in both Sandra Harding’s “Gender, technology, and militarism: An engagement with Eric M. Blanchard” and Judith Hicks Stiehm’s “These on the military, security, war and women.” Therefore, I will consider the way these authors conceptualize the issue of subjects and how this issue intersects with notions of power and knowledge.
Harding discusses two central points in her article. First, she argues that the relationship between militarism and advancements in scientific and technological knowledge simultaneously drive one another. Harding ties advancements in military technologies to patriotism, using the example of the atom bomb. She explains how “Western science and Western militarism have co-produced, or co-constituted each other.” This relationship shapes our ontology; the way we value advancements in knowledge and consider progress to be “good” thing. She reminds us that we need to ask: who do these advancements benefit and who suffers as a consequence of “progress”? Second, she articulates the value of feminist standpoint theory. This theory opens space for and attributes value to women’s voices. Thus, Harding addresses questions of power and knowledge within security discourses by reminding us of the multifaceted meanings of violence and security, while also reminding us of the importance of women as subjects in these narratives.
Judith Hicks Stiehm’s “These on the military, security, war and women” also addresses themes of power within security discourses. Her many points address the intersections of gender and international relations. My response examines thesis xxx, which is as follows:
The government is said to have a monopoly on the legitimate use of force. If men have a near monopoly on force, what can we learn from how women manage in a culture where they are, essentially, unilaterally disarmed?
In asking what can be learnt from women, Stiehm is asking us to consider women as subjects in security and political discourses. Her thesis is shaped by the underlying assumption that men and women (can) experience violence differently. Further, her thesis is related to Harding’s point, in that the monopoly of force men possess is part of a larger project of expanding scientific knowledge on technology. This discourse values certain types of knowledge and power (read: objective and rational) over others (read: qualitative and emotional). Stiehm’s thesis illuminates the different and gendered voices we need to consider in security discourses.
Stanley Kwenda’s documentary illuminates several important themes discussed in Harding and Stiehm’s work. Embedded in a postcolonial context, his article illuminates the significance of standpoint theory, for as a Zimbabwean man he is able to tell a story about youth in Zimbabwe . The documentary traces the experience of three youths (two girls and one boy) who engage with smugglers in their attempts to flee Zimbabwe to South Africa . While Kwenda’s documentary and article can be seen in one way to represent local knowledge, the concept of gender is invisible. While watching Kwenda interview the two girls, Julia and Juliet, I found myself wondering, if they were being interviewed by a woman how different would the stories they told have been? Kwenda’s status as an educated male demonstrates a hierarchy of knowledge (he is a journalist and speaks English with his crew before switching back to the local language) that separates him from the girls.
Furthermore, one of the girls he interviews explains that she is living with a man she met at the “taxi rent,” who pays her to sell oranges and eggs. Kwenda does not question this arrangement, nor does he consider the exploitative (whether in a labour or sexual context) implications it may have. In anther scene he mentions girls do not go down to the river by the border alone, as they are putting themselves in danger of being raped. But Kwenda does not elaborate on why there is a high risk of sexualized violence, or how this contributes to different definitions of “security” for girls and boys. He lumps girls and boys into one subject category, thus silencing any gender differences. In conclusion, the above readings and Kwenda’s documentary demonstrate the significance of feminist standpoint theory as well as the need to ask who is the subject and also, who is telling the story?
Bibliography
Harding, Sandra. “Gender, technology, and militarism: An engagement with Eric M. Blanchard.” In Feminism and International Relations: Conversations about the past, present and future. Edited by J. Ann Tickner and Laura Sjoberg. New York : Routledge, 2011, 164-168.
Kwenda, Stanley. “The African Story, told the African Way.” Aljazeera. Accessed November 24, 2011.<http://www.aljazeera.com/programmes/africainvestigates/2011/11/2011111683134191559.html?utm_content=automateplus&utm_campaign=Trial6&utm_source=SocialFlow&utm_medium=MasterAccount&utm_term=tweets>.
Stiehm, Judith Hicks. “These on the military, security, war and women.” In Gender and International Security: Feminist perspectives. Edited by Laura Sjoberg. New York : Routledge, 2010, 17-23.

