By Rachel Thwaites, Amy Pressland
This e-book highlights the reports of feminist early occupation researchers and lecturers from a world standpoint in an more and more neoliberal academy. It bargains a brand new perspective on an important and more and more very important dialogue at the ethos of upper schooling and the sector's position in society. better schooling is fast-changing, more and more market-driven, and precarious. during this context getting into the academy as an early occupation educational provides either demanding situations and possibilities. Early profession teachers often face the chance of engaged on mounted time period contracts, with little protection and no sure prospect of development, whereas consistently trying to find the following function. Being a feminist educational provides another layer of complexity: the ethos of the marketising collage the place scholars are more and more considered as ‘customers’ might take a seat uneasily with a politics of equality for all. Feminist values and perform promises a method of operating during the demanding situations, yet can also deliver problems.
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Extra info for Being an Early Career Feminist Academic: Global Perspectives, Experiences and Challenges
Oxford: Oxford University Press. Budgeon, S. (2003). Choosing a self: Young women and the individualization of identity. 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.
Following the 1970s, however, the availability of new academic positions in Australia decreased dramatically, leading to today’s ageing academic workforce (Hugo 2008). Thus, Australia’s contemporary academic workforce— and the location of aspiring academics within it—has distinct historical roots, related to but separate from those of other countries (Barbezat and Hughes 2005; Lopes and Dewan 2015; Sharff and Lessinger 1995). RESEARCHING ASPIRING ACADEMICS The interview research discussed in this chapter is part of a broader research project examining the experiences, practices, and perceptions of aspiring academics: those seeking (relatively) stable research, teaching, or teaching and research posts at universities; those who have successfully or unsuccessfully done so in the past; and current PhD students who have plans to pursue an academic career.
We also hope that the following chapters pose provocative questions with which feminist academics and university management teams alike can engage. This global account from feminists in the early stages of their academic careers aims to fill a (cavernous) hole in academic literature so that we might understand, adapt, INTRODUCTION: BEING AN EARLY CAREER FEMINIST ACADEMIC... 25 challenge, support, and move forward in order to address the situation of women in academia and the status of equality more generally across higher education.