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    Creating feminized critical spaces and co-caring communities of practice outside patriarchal managerial landscapes

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    Authors
    Duckworth, Vicky
    Lord, Janet
    Dunne, Linda
    Atkins, Liz cc
    Watmore, Sue
    Affiliation
    Northumbria University
    Issue Date
    29/01/2016
    
    Metadata
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    Abstract
    The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminized critical space as a refuge from the masculinized culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, characterised by trust, honesty and care for the self and for each other, that enabled a sharing of authentic voices and a reaffirming of identities that were made vulnerable through the exposing of the self as an emotional, politicised subject. Drawing on existing theoretical understandings of critical feminised spaces enabled us to create a pedagogical framework for work with students in further developing caring and co-caring communities of practice that are not alternative to, but are outside the performativity landscape of education.
    Citation
    Duckworth, V., Lord, J., Dunne, L., Atkins, L. and Watmore, S., (2016) 'Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes'. Gender and Education, 28(7), pp.903-917. DOI: 10.1080/09540253.2015.1123228
    Publisher
    Taylor and Francis
    Journal
    Gender and Education
    URI
    http://hdl.handle.net/10545/623903
    DOI
    10.1080/09540253.2015.1123228
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/09540253.2015.1123228
    Type
    Article
    Language
    en
    ISSN
    9540253
    EISSN
    13600516
    ae974a485f413a2113503eed53cd6c53
    10.1080/09540253.2015.1123228
    Scopus Count
    Collections
    Institute of Education Research Collection

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