By Barbara Bagilhole (auth.), Pamela Cotterill, Sue Jackson, Gayle Letherby (eds.)
There is far ambivalence in women’s adventure of the academy as lecturers and scholars. even though this day many extra ladies stick to educational careers than long ago, they don't locate the welcome they had was hoping for and anticipated. also, ladies scholars locate that when they could now input throughout the doorways of universities, educational house continues to be embedded in buildings and cultures of gender and social class.
This e-book is a transparent and obtainable exploration of lifelong studying and academic possibilities for girls in better schooling. it's been constructed from paintings undertaken by way of individuals of the ladies in larger schooling community with chapters organised in 3 thematic sections:
- Ambivalent Positions within the Academy
- Process and Pedagogy at Work
- Career – identification – Home
Challenges and Negotiations for ladies in better schooling is a tremendous textual content in lifelong studying and academic possibilities for girls in better schooling. it will likely be a important source to an individual drawn to gender, learn, technique and perform in lifelong studying and better schooling. also, most girls – whether they are a part of the academy or understand themselves as lifelong novices – will go along with a few of the concerns raised during this ebook.
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Extra info for Challenges and Negotiations for Women in Higher Education
Sometimes it is keeping up the challenge that occupies our time and energy, as the experience of one of Karen Ramsay’s humanities respondents’ highlights: I never seem to stop. I don’t know where work ends and life begins. Everything is work. Watching TV, reading, it’s all about work: I think can I use this when I’m teaching. On other occasions, as both Karen Ramsay and Louise Morley argue, accepting the ‘feminine’ role and the nurturing and caring tasks associated with this role leaves the female academic feeling both virtuous and resentful (even if, as Morley notes, these tasks are rewarded with pay and promotion).
We could go on … The construction of women as ‘other’ not only affects the dis/respect that others (including often other women) have for us but it also affects the tasks that we are given and the expectations that we have of ourselves and that others have of us. As Louise Morley highlights, the woman-as-carer stereotype and expectation has been successfully appropriated by those who control the teaching quality audit in higher education. For Karen Ramsay’s female respondents the discourse of caring was contradictory – sometimes leading to value of women in the academy and at other times negatively impacting on their status as ‘true’ academics.
2007 Springer. 16 Pamela Cotterill, Sue Jackson and Gayle Letherby challenge their isolation. In order for women to thrive, rather than merely survive, in academia the challenge must, Bagilhole argues, include selfpromotion and the promotion of other women. In Chapter Two, Karen Ramsay draws on data from an empirical project which explored how different academic departments articulated sex and gender differences, and the relationship between gender and academic disciplines and academic cultures.