In countries with all-volunteer force (AVF) militaries, most citizens do not learn about the military through first-hand experience. For instance, 90,000 people serve in the Canadian Armed Forces (Government of Canada n.d.) out of an adult working-age population (20–70 years old) of 23,202,523 people (StatsCan 2013), which comes to 0.39% of the population. In the United States, military members comprise less than 1% of the population (NPR 2011). Although some people may learn about service from military family members or friends, few are immersed in military culture. Instead, they are exposed to particular representations of military life through popular culture representations in the form of film, television programs, radio, novels, and memoirs. In this article, focusing on military women’s war memoirs, I discuss my theoretical framework of public pedagogies, detail my methodological exploration of the autobiographical “I,” outline the memoirs in my analysis, and explore how each author positions herself as an ideological “I” with respect to the institution of the military, the experience of war, and gender. The findings add to existing work by using an adult education lens to examine military women’s war memoirs as a unique way to examine learning, gender, militarism, public pedagogies, and the memoir genre.

中文翻译：

---

从战争回忆录中了解女军人：“意识形态的我”

在拥有全志愿部队 (AVF) 军队的国家，大多数公民并没有通过第一手经验了解军队。例如，在 23,202,523 人（StatsCan 2013）的成年工作年龄人口（20-70 岁）中，有 90,000 人在加拿大武装部队（加拿大政府）服役，占总人口的 0.39%。在美国，军人占人口不到 1%（NPR 2011）。虽然有些人可能会从军人家属或朋友那里了解到服役，但很少有人会沉浸在军人文化中。相反，他们通过电影、电视节目、广播、小说和回忆录等流行文化表现形式接触到军事生活的特定表现形式。在这篇文章中，重点关注女军人的战争回忆录，我讨论了我的公共教育学理论框架，详细介绍了我对自传“我”的方法论探索，概述了我分析中的回忆录，并探讨了每个作者如何将自己定位为一个关于军队制度的意识形态“我”，战争经历和性别。这些发现通过使用成人教育的视角来检查女军人的战争回忆录，作为一种独特的方式来检查学习、性别、军国主义、公共教育学和回忆录类型，从而为现有工作增添了色彩。