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dc.contributor.authorDuckworth, Vicky
dc.contributor.authorLord, Janet
dc.contributor.authorDunne, Linda
dc.contributor.authorAtkins, Liz
dc.contributor.authorWatmore, Sue
dc.date.accessioned2019-06-21T14:02:50Z
dc.date.available2019-06-21T14:02:50Z
dc.date.issued29/01/2016
dc.identifier.citationDuckworth, 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
dc.identifier.issn9540253
dc.identifier.doi10.1080/09540253.2015.1123228
dc.identifier.urihttp://hdl.handle.net/10545/623903
dc.description.abstractThe 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.
dc.description.sponsorshipN/A
dc.language.isoen
dc.publisherTaylor and Francis
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/09540253.2015.1123228
dc.titleCreating feminized critical spaces and co-caring communities of practice outside patriarchal managerial landscapes
dc.typeArticle
dc.identifier.eissn13600516
dc.contributor.departmentNorthumbria University
dc.identifier.journalGender and Education
refterms.dateFOA2019-06-25T13:19:06Z


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