Conflict, Risk and Authority: Female Faculty Members' Stories of Change

Autor/in	Campbell, Katy
Titel	Conflict, Risk and Authority: Female Faculty Members' Stories of Change
Quelle	In: Technology, Pedagogy and Education, 14 (2005) 3, S.309-328 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Higher Education; Women Faculty; Experiential Learning; Information Technology; Gender Differences; Computer Uses in Education; Womens Education; Womens Studies; Foreign Countries; Technology Integration; Personal Narratives; Phenomenology; Canada + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Frauenakademie; Weibliche Gelehrte; Experiental learning; Erfahrungsorientiertes Lernen; Informationstechnologie; Geschlechterkonflikt; Computernutzung; 'Women''s education'; Frauenbildung; Ausland; Erlebniserzählung; Phenomenological psychology; Phänomenologie; Psychologie; Kanada
Abstract	Most studies of gender and information technology have investigated gender differences in the relationships between education and achievement, and attitudes towards and use of computers. Few have explored gendered experiences of faculty members using learning technologies in higher education. The study on which this article is based explored the experiences of 47 Canadian female faculty members integrating information and communications technologies (ICTs) into the higher education learning environment. The stories they told suggest that learning to use ICT in ways coherent with their values may be an intensely personal process of cognitive and cultural change for these women, in which beliefs and values may be examined and even "realigned" as they develop personal, moral authority. When faculty members explicitly contextualize the process as social, relational learning, it has the potential to be transformative at personal and societal (institutional) levels. The interrelated theoretical constructs of transformative or action learning, the development of authority-into-agency, and technology issues related to feminist pedagogy frame the three illustrative narratives of experience presented. (Contains 2 tables and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10