Theorizing Feminist Transformation in Higher Education

Safarik, Lynn

doi:10.1111/1467-9620.00218

Cited by 4 publications

(2 citation statements)

References 18 publications

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“…We can test, for instance, the following definition of academic feminism by American scholar Lynn Safarik: Viewed as a collective meaning-making system, academic feminism works within the institution by using the power it affords while simultaneously subverting it to make resistant discourses (feminisms) more widely available. (Safarik, 2002: 1718)…”

Section: Introductionmentioning

confidence: 99%

“…Viewed as a collective meaning-making system, academic feminism works within the institution by using the power it affords while simultaneously subverting it to make resistant discourses (feminisms) more widely available. (Safarik, 2002(Safarik, : 1718 Further, academic feminism has been regularly analysed and historicised by its practitioners (Curthoys, 2000;Stanley and Wise, 2000;Bird, 2004;Hemmings, 2005), yet its effects in the wider world (sometimes referred to as the 'real world') have been less examined by feminist researchers. The relative lack of such studies is understandable given the obvious difficulties of tracing the effects of academic feminism as a specific category or site.…”

Section: Introductionmentioning

confidence: 99%

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‘Door Bitches of Club Feminism’?: Academia and Feminist Competency

Simic¹

2010

Feminist Review

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‘Feminist competency’ is a nascent term that has been identified in three general critiques of contemporary feminism that emerged in the course of research for The Great Feminist Denial (2008), a book on feminist debates in Australia that I co-authored with Monica Dux. The first critique highlights the importance of feminist knowledge, typically generated through the academy, to feminist identification. The second posits a perceived lack of feminist competency as an obstacle to feminist affiliation. The third assessment insists that spokespeople for feminism should be sufficiently competent. Using these responses to feminism as a starting point, combined with a reflection on my own framing as an academic feminist in the public sphere, I make a case for the potential value of ‘feminist competency’ as a means to assess the impact of academic feminism, in Australia and elsewhere.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Door Bitches of Club Feminism’?: Academia and Feminist Competency

Simic¹

2010

Feminist Review

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Transformative learning: Participant perspectives on international experiential education

Intolubbe-Chmil

Spreen

Swap

2012

Jnl of Research in Internatl Education

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Literature related to post-secondary education suggests that institutions of higher education have at their core 'a civic mission that calls on faculty, students, and administrators to apply their skills, resources, and talents to address important issues affecting communities, the nation, and the world' conceptualized as 'engaged scholarship' (Stanton, 2008). In this article we illustrate the ways in which one study abroad program embraces a model of engaged scholarship though connections to a broader cross-cultural and interdisciplinary network. We demonstrate how long-term international collaborations and field-based experiential learning opportunities between US and southern African institutions reflect core principles of relationships, respect and reciprocity, providing opportunities for purposeful and culturally grounded transformative student learning experiences. One key aspect of this network was to design study abroad opportunities that create pedagogical alternatives that influence civic identity development, build cultural competence, enhance notions of citizenship, and emphasize community engagement. This article presents the findings from a formative evaluation of the experiences of a number of the undergraduate students and others who have participated in the study abroad component of this network.

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Not a Virtual Education: The Entanglement of the Private and Public Spheres in the Lives of Women Teachers During the Pandemic in Iran

Aghasaleh

Aghajani²

2022

Preprint

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Teleworking and teaching from home is not just a modality change; it is deeply intertwined with other aspects of life. If we pretend to have a new everyday life during a public health crisis, an economic, social, political, and moral crisis, we commit an immoral act. Job losses, school closures, and family isolation shift caregivers from paying jobs to unpaid jobs, primarily for women. This change occurs because of gender-biased social norms that hold women as caregivers and because of the workforce structure. Acknowledging the statement that "the personal is political" requires education system decision-makers and administration to consider this a moral issue and encourage women to raise awareness and change the lives of men and women by telling their stories unapologetically. In this article, while studying the lives of women teachers, we address the issue of the interference of professional and personal domains.

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Theorizing Feminist Transformation in Higher Education

Cited by 4 publications

References 18 publications

‘Door Bitches of Club Feminism’?: Academia and Feminist Competency

‘Door Bitches of Club Feminism’?: Academia and Feminist Competency

Transformative learning: Participant perspectives on international experiential education

Not a Virtual Education: The Entanglement of the Private and Public Spheres in the Lives of Women Teachers During the Pandemic in Iran

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