Being an Early Career Feminist Academic: Global by Rachel Thwaites, Amy Pressland

By Rachel Thwaites, Amy Pressland

This e-book highlights the stories of feminist early profession researchers and lecturers from a global standpoint in an more and more neoliberal academy. It bargains a brand new attitude on an important and more and more vital dialogue at the ethos of upper schooling and the sector's position in society. larger schooling is fast-changing, more and more market-driven, and precarious. during this context coming into the academy as an early occupation educational offers either demanding situations and possibilities. Early occupation teachers often face the possibility of engaged on fastened time period contracts, with little safeguard and no definite prospect of development, whereas continually trying to find the subsequent position. Being a feminist educational provides a different layer of complexity: the ethos of the marketising college the place scholars are more and more seen as ‘customers’ might take a seat uneasily with a politics of equality for all. Feminist values and perform promises a way of operating during the demanding situations, yet can also convey problems.

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Westport: Praeger.  V. (1998). White women listen! Black feminism and the boundaries of sisterhood.  S.  45–53). London: Routledge. Collini, S. (2012). What are universities for? London: Penguin Books. , & Graves Holmes, G. (2007). Conversation: Unearthing hidden curriculums. Counterpoints, 315, 95–103. 26 R. THWAITES AND A. PRESSLAND Deem, R. (1998). ‘New manageralism’ and higher education: The management of performances and cultures in universities in the United Kingdom. International Studies in Sociology of Education, 8(1), 47–70.

In this chapter, I consider aspiring academics’ gendered and age-based precarity, offering qualitative insights into their understandings and experiences of seeking academic careers. Yet, rather than specifically addressing feminist early career researchers, as others in this volume have done, here I adopt a feminist approach to academic precarity, which encompasses the experiences of both women and men. I draw on 17 semi-structured interviews, carried out in three universities in Perth, Western Australia, and in Adelaide, South Australia.

Gender and sport: A reader. New York: Routledge. Small, H. (2013). The value of the humanitites. Oxford: Oxford University Press. Standing, G. (2014). The precariat: The new dangerous class. London: Bloomsbury. Stanley, L. ) (2013). Feminist praxis: Research, theory and epistemology in feminist sociology. London: Routledge. 28 R. THWAITES AND A. , & Wichowski, A. (2013). Political discussion online.  168–187). Chichester: Wiley-Blackwell. Taylor, K. (1996). Keeping mum: The paradoxes of gendered power relations in interviewing.

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