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Download Challenges and Negotiations for Women in Higher Education by Pamela Cotterill, Sue Jackson, Gayle Letherby PDF

By Pamela Cotterill, Sue Jackson, Gayle Letherby

This booklet deals a transparent, obtainable exploration of lifelong studying and academic possibilities for girls in larger schooling. it's been built from paintings undertaken through individuals of the ladies in larger schooling community with chapters equipped in 3 thematic sections: Ambivalent Positions within the Academy, approach and Pedagogy at paintings, profession – id – domestic.

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Extra info for Challenges and Negotiations for Women in Higher Education (Lifelong Learning Book Series)

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In terms of widening access to higher education, and promoting lifelong learning, distance learning gives an apparent ability to combine study with home and work life, although men have more possibilities than women to compartmentalise home/work/study. Because of the demands of home life, ‘high achieving’ women are more likely to be those who hunt out physical and intellectual spaces in the workplace or in libraries rather than in the home. Pamela Cotterill, Maureen Hirsch and Gayle Letherby demonstrate how women trying to develop their careers within the demands of ‘greedy institutions’ often take work home.

Unless exclusion becomes inclusion the negative circle for women is likely to continue to be reinforced. fi/eng AUT (2001a) UK Academics: the gender gap widens 1995–2000, London: Association of University Teachers AUT (2001b) Trends in Casual Employment in Higher Education, London: Association of University Teachers Bagilhole, Barbara (1993) ‘Survivors in a male preserve: a study of British women academics’ experiences and perceptions of discrimination in a UK university’, Higher Education 26 (4), 431–47 Bagilhole, Barbara (1995) ‘In the margins: Problems for women academics in UK universities’, Journal of Area Studies, special issue, Women in Eastern and Western Europe 6 (Spring), 143–56 Bagilhole, Barbara (2000) ‘Too little too late?

Using academic job titles, the campaign revealed very clearly that women in universities had not been able to overcome the obstacles that exist in ‘long-established, very traditional environments’ (EOR, 1997). REASONS FOR WOMEN’S UNDERACHIEVEMENT Evidence points to the fact that women students and academic staff still face a combination of structural handicaps and prejudice in the academy. As the statistics above demonstrate academia in the UK was created and is largely perpetuated by men for men.

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