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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 publication bargains a transparent, available exploration of lifelong studying and academic possibilities for ladies in better schooling. it's been built from paintings undertaken by means of individuals of the ladies in better schooling community with chapters prepared in 3 thematic sections: Ambivalent Positions within the Academy, approach and Pedagogy at paintings, profession – id – domestic.

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Additional resources for Challenges and Negotiations for Women in Higher Education (Lifelong Learning Book Series)

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Employment is still organised hierarchically, with low-knowledge skilled women and men at the bottom rungs and in low-paid insecure work (Brine 1999; Toynbee 2003). Women in the academy could then be said to be privileged in terms of work opportunities. However, as is clear from the chapters in this section, women in the academy – like women throughout the employment market – often find themselves working ‘flexibly’, which can mean part-time paid employment and lack of job security. The chapters in this section all consider some of the challenges and negotiations which women in higher education face, often on a daily basis.

Brittain, 1933: 88). STATISTICS At this point, I would like to indulge the reader of this chapter in one of my fantasies. Imagine the scenario, you go to sleep one night and on waking after a peaceful night’s sleep find that Cherie Booth is the Prime Minister; not only that but women make up 82% of all MPs. Also, 94% of high court judges, and 93% of senior police officers are women. Women hold 91% of editorships of national newspapers and 87% of professorships. Whereas women hold 92% of skilled trades jobs, men are the majority in administrative and secretarial (80%) and personal service jobs (84%).

KEY THEMES Whilst there are differences in the chapters – differences of approach as well as differences of content – all the authors in this section consider aspects of, and challenges to, women, work and home. In particular, they are interested in exploring questions of career, identity and home with regard to lifelong learning, although this Introduction to Section 3 153 in itself is a contested term. Several themes weave in and out of the chapters in this section, as well as between them. If we draw on Jan Sellers’ metaphor for a moment, the chapters in this section can be read as separate and discrete, but can also be read through their themes and the issues that they raise.

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