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Abstract

This commentary explores the pedagogical significance of teaching the legacy of comfort women—women subjected to sexual slavery by the Japanese military during World War II—in U.S. gender studies classrooms. Drawing on feminist pedagogy, the essay examines how testimonies from survivors like Hak-sun Kim and Bok-dong Kim empower students to critically engage with the intersections of war, colonialism, gender-based violence, and transnational justice movements. Through assigned readings, survivor testimonies, and documentary media, students confront the ongoing impact of colonialism and are encouraged to reconceptualize peace as a radical, actionable process. The essay also highlights the role of the United States in shaping postwar narratives and political resolutions, challenging students to reflect on their own positionality within global power structures. Ultimately, the work advocates for a feminist classroom that bridges theory with community engagement, urging students to remember, speak out, and act in solidarity with survivors in the pursuit of justice and global peace.

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