Stretching Career Stages
This chapter focuses on how feminists take up academic space via the categorical distinctions of the career course, working to fit into this whilst stretching and unsettling the premises of an academic career. In this chapter we situate our analytic conce
- PDF / 1,475,462 Bytes
- 141 Pages / 433.75 x 612.28 pts Page_size
- 67 Downloads / 160 Views
Feminist Repetitions in Higher Education Interrupting Career Categories Maddie Breeze · Yvette Taylor
Palgrave Studies in Gender and Education Series Editor Yvette Taylor School of Education University of Strathclyde Glasgow, UK
This Series aims to provide a comprehensive space for an increasingly diverse and complex area of interdisciplinary social science research: gender and education. Because the field of women and gender studies is developing rapidly and becoming ‘internationalised’ – as are traditional social science disciplines such as sociology, educational studies, social geography, and so on – there is a greater need for this dynamic, global Series that plots emerging definitions and debates and monitors critical complexities of gender and education. This Series has an explicitly feminist approach and orientation and attends to key theoretical and methodological debates, ensuring a continued conversation and relevance within the well-established, inter-disciplinary field of gender and education. The Series combines renewed and revitalised feminist research methods and theories with emergent and salient public policy issues. These include pre-compulsory and post-compulsory education; ‘early years’ and ‘lifelong’ education; educational (dis)engagements of pupils, students and staff; trajectories and intersectional inequalities including race, class, sexuality, age and disability; policy and practice across educational landscapes; diversity and difference, including institutional (schools, colleges, universities), locational and embodied (in ‘teacher’–‘learner’ positions); varied global activism in and beyond the classroom and the ‘public university’; educational technologies and transitions and the (ir)relevance of (in)formal educational settings; and emergent educational mainstreams and margins. In using a critical approach to gender and education, the Series recognises the importance of probing beyond the boundaries of specific territorial-legislative domains in order to develop a more international, intersectional focus. In addressing varied conceptual and methodological questions, the Series combines an intersectional focus on competing – and sometimes colliding – strands of educational provisioning and equality and ‘diversity’, and provides insightful reflections on the continuing critical shift of gender and feminism within (and beyond) the academy. More information about this series at http://www.palgrave.com/gp/series/14626
Maddie Breeze • Yvette Taylor
Feminist Repetitions in Higher Education Interrupting Career Categories
Maddie Breeze School of Education University of Strathclyde Glasgow, UK
Yvette Taylor School of Education University of Strathclyde Glasgow, UK
ISSN 2524-6445 ISSN 2524-6453 (electronic) Palgrave Studies in Gender and Education ISBN 978-3-030-53660-2 ISBN 978-3-030-53661-9 (eBook) https://doi.org/10.1007/978-3-030-53661-9 © The Editor(s) (if applicable) and The Author(s) 2020 This work is subject to copyright. All rights are solely and exclusively licensed by
Data Loading...
