By Barbara Bagilhole (auth.), Pamela Cotterill, Sue Jackson, Gayle Letherby (eds.)
There is far ambivalence in women’s event of the academy as academics and scholars. even though this present day many extra ladies stick with educational careers than some time past, they don't locate the welcome they had was hoping for and anticipated. also, girls scholars locate that while they could now input throughout the doorways of universities, educational area continues to be embedded in buildings and cultures of gender and social class.
This booklet is a transparent and available exploration of lifelong studying and academic possibilities for ladies in better schooling. it's been constructed from paintings undertaken through participants 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 – id – Home
Challenges and Negotiations for girls in better schooling is an incredible textual content in lifelong studying and academic possibilities for ladies in better schooling. will probably be a useful source to an individual drawn to gender, learn, strategy and perform in lifelong studying and better schooling. also, most ladies – whether they are a part of the academy or know themselves as lifelong newcomers – will go together with a number of the concerns raised during this e-book.
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Extra info for Challenges and Negotiations for Women in Higher Education
They do not have to make a conscious effort to be helped by it, thereby perpetuating the male cultural hegemony. Most women (and some men) are not admitted to this support system and if they are seen as needing or wanting to set up their own system in order to survive; this is viewed as a weakness. This conundrum makes HE a problematic work environment for women. At the heart of male cultural hegemony in HE is the notion of men as knowledge creators and women as reproducers. As Michèle Le Doeuff (2003: x) argues there is a need ‘to ask about the substance of what is commonly called knowledge or about the cultural milieu in which individuals and “knowing” meet’.
Also, women academics experience problems with male students in terms of questioning of and challenges to their authority (Bagilhole, 1993). 26 Barbara Bagilhole WOMEN’S INDIVIDUALISTIC STRATEGIES So what have women done? In the past the most common strategies identified as adopted by women academic have been individualistic and it must be said from the statistical evidence above singularly unsuccessful. Becoming a Token Chap – One of Them Patricia Duncker (1999) in her novel based on the true story about a woman who pretended to be a man for 50 years provides us with an extreme example of one strategy adopted by some women academics.
What is distinctive about these first three chapters though is the focus on the struggles for equality that women still face in the ‘male academy’. The chapters in this section could be read then as a rather pessimistic opening to the main body of this book. However, they can also be read more positively as stories of success despite the odds, and examples of suggested strategies for future gains. As such these chapters characterise the position of women in the academy as ambivalent. In Chapter One Barbara Bagilhole begins by relating the male dominance of the academy – historically and to date – to both sexist and inaccurate theories and pronouncements of women’s physical and mental inferiority, and to the continued sexism within Higher Education.