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This publication deals a transparent, available exploration of lifelong studying and academic possibilities for girls in larger schooling. it's been built from paintings undertaken by means of individuals of the ladies in better schooling community with chapters equipped in 3 thematic sections: Ambivalent Positions within the Academy, method and Pedagogy at paintings, profession – id – domestic.
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Additional info for Challenges and Negotiations for Women in Higher Education (Lifelong Learning Book Series)
Collaborative alliances and networking can lead to collectivity and transformative agency, opening up a ‘third space’ (between public/private) of strategic engagement, finding other ways of knowing (Mirza, 2003: 135). REFERENCES Brine, Jacky (1999) Under-educating women: globalizing inequality, Buckingham: Open University Press Colley, Helen, James, David, Tedder, Michael and Diment, Kim (2003) ‘Learning as becoming in vocational education and training: class, gender and the role of vocational habitus’, Journal of Vocational Education and Training 55 (4) 471–98 Frith, Hannah and Kitzinger, Celia (1998) ‘“Emotion work” as a participant resource: a feminist analysis of young women’s talk-in-interaction’, Sociology 32 (2), 299–320 Hochschild, Arlie Russell (1983) The Managed Heart: the commercialisation of human feelings, London: University of California Hey, Valerie (2004) ‘Perverse pleasures – identity, work and the paradoxes of greedy institutions’, in Journal of International Women’s Studies, special issue: Feminist Challenges: crossing boundaries 5 (3) 33–43 Mirza, Heidi Safia (2003) ‘“All the women are white, all the blacks are men – but some of us are brave”: mapping the consequences of invisibility for black and minority ethnic women in Britain’, in Mason, David (ed) Explaining ethnic differences: changing patterns of disadvantage in Britain, Bristol: Policy Press Parker, Patricia (2002) ‘Negotiating identity in raced and gendered workplace interactions: the use of strategic communication by African American women senior executives within dominant culture organisations’, Communication Quarterly 50, June Reay, Diane (2002) ‘Gendering Bourdieu’s concept of capitals?
An example of setting up of just such a network is the Through the Glass Ceiling Group (TTGC). In 1990 a group of some 40 invited senior women managers in higher education met in Birmingham, at the conference ‘Breaking the Glass Ceiling’. The conference overwhelmingly decided to establish a more formal network. Their stated aims which they continue to pursue are to: • establish a network of contacts between women working at senior levels in higher education; • address issues of management development and management culture particularly, but not exclusively, as these concern women; • provide opportunities to monitor and share good practice and training in equal opportunities; Challenging Women in the Male Academy 29 • encourage women, via training, networking and monitoring to enter the world of educational management; • make and maintain contact with other management development and similar groups.
Refer to this as ‘productive heterosexuality’. Thus, while women are no longer excluded from certain areas of the organisation, a particular form of feminine identity and behaviour is sought after and encouraged by organisational managers. In higher education organisations there is a similar process emerging, where women, as mothers and caregivers (whether biological mothers or not) are an institutional resource, and women, whether mothers or not, are sought after and shaped by organisational requirements (Ramsay and Letherby, 2006).