Enhancing equity, diversity and inclusion in the European Union military schools and academies through collaborative initiatives and gender policy reform

• Published in: European journal of education Vol. 59; no. 4
• Main Authors: Reis, João, Machado, Paulo, Dragomir, Isabela‐Anda, Malheiro, Luís, Rosado, David Pascoal
• Format: Journal Article
• Language: English
• Published: Paris Blackwell Publishing Ltd 01.12.2024
• Subjects: Acknowledgment; Collaboration; Curricula; Erasmus; Fairness; Focus Groups; Gender; Gender Issues; Gender sensitivity; Gender studies; gender‐sensitive; inequalities; military gender studies; Military schools; Multiculturalism & pluralism; Qualitative research
• ISSN: 0141-8211; 1465-3435
• DOI: 10.1111/ejed.12728

The European Union Military Schools and Academies (EUMSAs) have long grappled with persistent gender imbalances among their student body, indicative of an entrenched male‐centric culture within these institutions. In recognition of this issue, the collaborative Military Gender Studies initiative was launched under the auspices of the Erasmus+ program. This project involved partners from Bulgaria, Italy, Portugal and Romania, each offering unique insights shaped by their diverse socio‐political contexts. This research aims to go beyond mere acknowledgment of disparities and instead seeks to identify actionable strategies that can foster genuine equity, diversity and inclusivity within the EUMSAs. To this end, a comprehensive data‐gathering approach was employed, incorporating various qualitative methods including face‐to‐face interviews, face‐to‐face focus groups, direct observations and analysis of official documentation sourced from the referred EUMSAs. The resulting insights highlight the need for substantial improvements in institutional gender policies. Particularly, while efforts have been made to instill gender sensitivity within fitness assessments, their impact has been disappointingly limited. Furthermore, the practice of assigning military roles based solely on gender has been found to undermine both effectiveness and fairness within the schools/academies. Conversely, an encouraging sentiment pervades among the student body, advocating for a curriculum that incorporates gender‐related subjects into the EUMSA educational framework (curriculum). This suggests a growing recognition of the importance of addressing gender issues not only in policy but also in practice, signalling a promising shift towards a more inclusive and equitable environment within the EUMSAs.