ERIC Number: EJ1455103
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0954-0253
EISSN: EISSN-1360-0516
Women's Non-Linear Journeys into and through Higher Education Are Considered through an Emergent Research Process That Spans Qualitative and Post-Qualitative Practice
Gail Crimmins; Sarah Casey; Anitra Goriss-Hunter; Nadya Rizk; Kate Ames; Kate White; Petrea Redmond; Cate Thomas
Gender and Education, v36 n8 p1122-1139 2024
Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of 'becoming' women academics within regional universities, we engaged a qualitative collaborative autoethnography and the post-qualitative practice of re-considering and re-inscribing ethnographic 'data' that glowed in us. These glowful data illuminated our 'non-linear' and non-teleological careering away from, around, and into academia, highlighting synergies between our 'non-traditional' academic pathways and (un)structured, in-the-making epistemological practice. In this paper, we share our 'glowful' process and consider the possibilities (and tensions) of engaging in research that occupies a space bordering qualitative and post-qualitative inquiry, designed to resist Cartesian and Positivist epistemologies and methodological practices.
Descriptors: Foreign Countries, Women Faculty, Females, Feminism, Higher Education, Teaching Experience, Career Choice
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A