首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
This article explores the role of gendered academic networks in the context of research evaluation, and women’s lived experiences of UK universities. Gendered power is conceptualised as an important aspect of inequality regimes, providing insight into how men maintain power and how power dynamics and informal networks function, characterised in this article as ‘the hustle’. A case study comprising 80 in-depth, semi-structured qualitative interviews was completed in a UK university. Acker’s theory of inequality regimes informed the central analytical framework, and Bradley’s resource-based theory of power was used to explore the power dynamics in the case study. The findings have resulted in the creation of a conceptual framework which theorises the hybridised nature of inequality, gendered power and organisational lived experience, in which inequality regimes and gendered power interact and are mutually reinforced through informal processes. This article argues, from the findings of the empirical research, that in the context of the neoliberal university, inequality regimes and gendered power interact, and are mutually reinforced through informal processes and networks—‘the hustle’.  相似文献   

2.
In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design and delivery of a graduate student survey and our own experiences of and identification with ‘self-actualizing graduate students’. Further, we illustrate how neoliberalism shapes the work of teaching and learning centres resulting in offering programming, which compels graduate students to act in ways that can be read as responsible and capable of navigating an increasingly bleak academic labour market. Throughout the article we call attention to the ways in which our role as educational developers may either reinforce or disrupt neoliberal discourses. While we urge a critical approach, we also reflect on constraints to such criticism.  相似文献   

3.
This study investigates the life experiences of six mature undergraduate women at a traditional 4-year university in South Korea. It explores women's construction of their university lives in the context of their wider socio-cultural experiences, both past and present, which are shaped by the socio-historical context of South Korean society. The study is, therefore, concerned with the interplay of structure and agency in the formation of gendered social practices (Connell, R.W. 1987. Gender and power: Society, the person and sexual politics. Cambridge: Polity Press). The results from life-history interviews reveal that women's construction of university experiences cannot be fully understood without reference to their life off-campus and their wider social structures. These social structures are Confucian culture, severe academic credentialism, a heavily masculinised labour market, and the discourse of the ‘educational manager mother’ in neoliberal contemporary Korean society.  相似文献   

4.
In this article, we research and revisit our own experiences of gender equality work to determine the societal and discursive power relations that have shaped gender equality. We conducted our study in Finland, a ‘Nordic model of gender equality’, but we argue that these results have worldwide relevance, especially since Nordic models of gender equality and education have been exported globally. By combining earlier research, our own extensive experience of conducting gender equality work, and previous literature on feminist pedagogy, we examine the possibilities of what we call ‘gender equality pedagogy’ in an era of marketization. To develop the concept of gender equality pedagogy, we ask how combining an analysis of gender equality work with feminist pedagogy can help to acknowledge and utilize power relations. We suggest that understanding gender equality work as a form of pedagogic practice might help overcome some of the barriers that gender equality work has encountered for decades.  相似文献   

5.
In this paper, we take an unsanctioned academic network, a writing group, as a site of inquiry into both the broad given-ness of the norms of the neoliberal academy and our simultaneous compliance with and resistance to these norms. We choose to comply because we are invested in becoming academics; we continue to research and write for conferences and publication and to frame our scholarly work in terms of how it can be used on our CVs. We choose to resist by working collaboratively and towards remaining intelligible (both to ourselves and to those outside the academy) while becoming scholars. Here we put several concepts to work to think about the role of the writing group in our experiences as becoming-scholars, in particular ‘becoming-minoritarian,’ ‘schizoid subjectivities,’ ‘agential assemblage,’ and ‘institutional passing.’ Then, to think about how we (might) live through the process of becoming academic, we turn to the concept of survivance.  相似文献   

6.
A considerable scholarship now describes the increasing neoliberalization of universities and the accompanying impacts on academic research and researchers. However, less attention has been devoted to issues of research project leadership, especially for academics with feminist commitments. This article reports results of a qualitative study of 12 senior academic women from 6 countries who are known for feminist research and explores how they pursue their projects in the context of contemporary changes and challenges. Rather than positioning faculty as passive participants, this study acknowledges their agency within institutional structures, albeit somewhat constrained. The results reveal the range of strategies employed by feminist researchers in various national contexts that enable them to maintain their critical focus despite increasing pressures to conform to neoliberal agendas.  相似文献   

7.
In this paper, we discuss how ‘with-woman’ midwifery and doula care provide resources for rethinking the theory and practice of academic supervision from a feminist perspective. We identify how the tradition of accompaniment in both birth work and academia is under threat given the economic reforms facing public sector education and health care. Despite these pressures, we suggest that the practice of focusing on the pregnant woman as an ‘expert’ on her pregnancy rather than on the foetus or the delivery – that is, the ‘product’ of her pregnancy – would help transform how we theorise and practise academic supervision. The aim of the supervisory relation would mean supporting the student’s direct relation to the intellectual, embodied and emotional process of completing the PhD. Such an approach suggests ways in which the pedagogical practices of contemporary midwifery and doula care can inform academic supervision in the neoliberal university.  相似文献   

8.
At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as Sirma Bilge notes, intersectionality is being ‘undone’ in academic feminism. As graduate students teaching in Toronto, Canada, we describe how our commitment to social justice pedagogy works against this ‘undoing’ of intersectionality by embracing vulnerability, discomfort and the possibility of conflict in classrooms that do not simply accommodate, celebrate or include difference. Given that neoliberal renderings of diversity obscure and reinforce unequal relations of power, we demonstrate how we attend to these power relations, particularly racism which is salient to our teaching context, by employing intersectionality as a pedagogical practice and a political intervention to advance social justice.  相似文献   

9.
Past research suggests that undergraduate women have faced educational cultures in which their college experience is defined through romantic experiences. This study expands this literature by investigating how heightened achievement expectations for undergraduate women inform their broader conceptions of intimate relationships, by asking the following research question: how do high-achieving undergraduate women conceptualise intimate relationships? Through qualitative analysis of 76 semi-structured interviews, I find that study participants reject gendered narratives of romance and instead preserve their achievement by constructing two ideal relationship logics: independent and companionate logics. I suggest that participants’ conceptions of relationships have undergone a notable inversion: students’ constructions of positive intimate relationships centre on the maintenance of academic achievement and autonomy, and show the long reach of neoliberal, ‘post-feminist’ ideologies into women’s everyday lives.  相似文献   

10.
This paper reports on our use of a two-phased, feminist memory work in a project conducted with 11 women, social science students at an Australian university. We begin by describing government-led attempts to widen participation in Australian universities because 10 of the 11 women who participated in our project were from non-traditional backgrounds. We discuss qualitative group research, identifying some of the benefits and limitations of focus groups, before differentiating them from feminist memory work and analysing key findings. Using excerpts from participants’ written stories and oral discussions, we analyse some of the obstacles the women faced trying to complete their studies. Our attention then turns to methodological concerns where we examine memory work as a feminist inquiry method. As second-wave feminists understood several decades ago through their use of consciousness-raising groups, we describe how we derived many benefits from using feminist memory work. The method invites deep reflection on the intersections between the personal and political and can be productive of insights about how people feel, not just think, about their experiences. A sense of solidarity can stem from this awareness amongst participants who have a chance to workshop and thus reinterpret their own stories and those of others, which can mean a growth in self-confidence and a reduction in self-blame.  相似文献   

11.
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey’s interrogation of Butler’s work and her emphasis on the importance of sociality; Carrie Paechter’s exploration of the available personal sets of masculinities and femininities that modify the ‘person who is me’; and my own attempts to draw on other traditions in theorising agency and a sense of self. Drawing on these resources I re‐read some data on academic identities to explore the potentialities of academic personhood and the discourses associated with the idea of the intellectual as a site of gendered personhood. The position of woman as intellectual is analysed in terms of Beauvoir’s assertion ‘I am a woman’ and the paradox of a universal voice and the female sex.  相似文献   

12.
This paper arises from my work as a teacher of courses in feminist educational theory in a New Zealand university. Students usually encounter educational theories as disembodied abstractions scattered in fragments in various, often seemingly unrelated, courses. In a crowded curriculum there is little space for them to create their own educational theories or to reflect on the processes of educational theorising. In this paper I speak with two voices as a means of modelling - for students and teachers of feminist courses - a process of doing educational theory. It is written in two columns. In the left-hand column I speak with an academic voice. I begin by reviewing some theoretical writings of post-modernist theorists who have drawn attention to the ways our educational and social theories are generated by our circumstances - biographical, historical, cultural, generational, and geographical. I then argue that post-modernists have seldom practised what they preach - their abstract, and often inaccessible, writings remain severed from the lived realities at their base. In the right-hand column I speak with a more personal voice. I introduce some everyday experiences which are usually rendered invisible in academic writing in order to demonstrate how a few moments of 'lived reality' can be generative of feminist educational theory. The paper also contains ideas about how its unorthodox form can be used to trigger multiple and idiosyncratic readings and as a trigger for students' writing.  相似文献   

13.
Abstract

Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist killjoy and the affect alien. It applies these lenses to explore problematic experiences of women initiates at conferences. The paper proceeds with a theoretical discussion of gender, emotional labor, and affect. Then the paper discusses women academics’ experiences generally and at conferences, including educational research conferences, with reference to relevant higher education research as well as anecdotal evidence, relating these experiences to the theories. It thus aims to tie together theoretical insights, higher education scholarship, and ordinary real-life experiences of gendered social relations in conference activities.  相似文献   

14.
This paper furthers a discussion about the ways in which idealised versions of gender permeate the aesthetic presentation and impression management strategies of elite private schools. Specifically, we consider how the written text, layout and images used in 12 Australian private girls' school prospectuses function in constructing discourses of ‘natural’ femininity. Far from being merely factual sources of information, we see school prospectuses as strategic texts that idealise and commodify gendered subjectivities that are likely to appeal to the perceived clientele of a particular school. Drawing on feminist and poststructuralist theoretical frames and utilising social semiotic techniques, we analyse how these promotional texts align the feminine subject with nature and the natural world. This alignment serves the dual function of constituting femininity as naturally beautiful, fragile, passive and vulnerably at-risk, while at the same time ameliorating such risk through more empowered (yet constrained) notions of interconnectedness. The tensions between such contradictory discourses of traditional and neoliberal femininity create impossible subject positions for girls, as in order to succeed with one version of femininity, they must simultaneously fail at another.  相似文献   

15.
Despite the considerable advances of the feminist movement across Western societies, in Universities women are less likely to be promoted, or paid as much as their male colleagues, or even get jobs in the first place. One way in which we can start to reflect on why this might be the case is through hearing the experiences of women academics themselves. Using feminist methodology, this article attempts to unpack and explore just some examples of ‘cultural sexism’ which characterises the working lives of many women in British academia. This article uses qualitative methods to describe and make sense of some of those experiences. In so doing, the argument is made that the activity of academia is profoundly gendered and this explicit acknowledgement may contribute to our understanding of the under-representation of women in senior positions.  相似文献   

16.
We investigated the role of dissent in a community of university scientists, engineers, mathematicians, and social scientists engaged in a 2‐year professional development project around issues of equity and diversity. Members of this teacher learning community explored issues related to gender and ethnicity in science education, and attempted to develop course materials and instructional strategies inclusive of students from underrepresented groups. We focused our attention on those professional development sessions (6 of the 19) devoted to a contentious yet integral topic in science education: the gendered and multicultural nature of science. We examined conversations initiated by a member's concerns to learn how dissent led (or failed to lead) to new insights into feminist science studies scholarship or to greater understanding of ways to address equity issues in undergraduate science education. We also explored how teacher learners' resulting views of feminist science studies scholarship informed (or failed to inform) changes in their own educational practices. From our qualitative analyses, we highlight the challenges in balancing respect for members' individual voices with collective progress toward project goals, and in structuring conversations initiated by dissent to provide adequate space for deliberation and movement toward deeper understanding of equity and excellence. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 738–771, 2002  相似文献   

17.
In a global climate increasingly shaped by neoliberal agendas that privilege meritocratic individualism, it is apparent that society as a whole and educational policy-makers and practitioners in particular expect students to take more ‘responsibility’ for their own learning and behaviour at school. In the Australian context, as elsewhere, schools are seen as sites in which students should develop and practise responsibility for self and others in ways that are enterprising, productive, civic-minded, and in accordance with social norms. Yet, few studies have critically examined how the concept of responsibility features in the everyday, taken-for-granted, discursive practices of policy-makers, teachers and students. This paper discusses findings from an ethnographic study concerned with how the discursive constructions of responsibility in three regional Australian primary schools shape upper-primary students’ understandings and experiences of responsibility for self and others. Using the theoretical insights of Michel Foucault, Emmanuel Levinas and Judith Butler to interpret data, I argue that gendered discourses of biological determinism and peer pressure work to reinforce the misconception that violence and irresponsibility are ‘naturally’ masculine traits.  相似文献   

18.
In this article, we explore the question of how celebrity operates in young people's everyday lives, thus contributing to the urgent need to address celebrity's social function. Drawing on data from three studies in England on young people's perspectives on their educational and work futures, we show how celebrity operates as a classed and gendered discursive device within young people's identity work. We illustrate how young people draw upon class and gender distinctions that circulate within celebrity discourses (proper/improper, deserving/undeserving, talented/talentless and respectable/tacky) as they construct their own identities in relation to notions of work, aspiration and achievement. We argue that these distinctions operate as part of neoliberal demands to produce oneself as a ‘subject of value’. However, some participants produced readings that show ambivalence and even resistance to these dominant discourses. Young people's responses to celebrity are shown to relate to their own class and gender position.  相似文献   

19.
ABSTRACT

Research grant funding influences the organisation of academic work and academic careers. We problematise general approaches to gender bias in research grant funding and argue that it fails to include the wider structures of inequality and the unequal gendered power relations in academia. Approaching the subject with gender budgeting we challenge assumed gender-neutral practices. The objective is to illuminate how the gendered funding system and (the previous and subsequent) gendered structures of academia are maintained. The whole grants scheme is assessed, drawing on statistical data collected on the whole population of a medium-size, comprehensive research and educational institution in Iceland, and two types of competitive grants. The data is measured against the pool of applicants and comparisons within and between fields and ranks are made. By including the structures of inequality and the gendered power relations, the results show how the funding system is biased not only in favour of men, but towards the male-dominated and culturally masculine positions and fields. This approach illustrates the need to address the whole academic system in order to challenge the norms that maintain and reproduce gender inequalities.  相似文献   

20.
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Education, chosen because it is the main journal of choice for those hoping to make a contribution to the field. We examined articles published in three years, 1990, 1998 and 2007, in order to identify if and how the journal (and hence the field) has changed in orientation over time. Following a discussion of the survey outcomes, we draw attention in particular to the journal’s Anglophone orientation and the implications this has for the field as a whole. We further argue for greater reflexivity about our and other’s practices as feminist academics, and propose some strategies for action with the aim of making the field more inclusive.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号