Wearing, Speaking and Shouting about Sexism: Developing Arts-Based Interventions into Sexism in the Academy

Autor/inn/en	Gray, Emily; Knight, Linda; Blaise, Mindy
Titel	Wearing, Speaking and Shouting about Sexism: Developing Arts-Based Interventions into Sexism in the Academy
Quelle	In: Australian Educational Researcher, 45 (2018) 5, S.585-601 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gray, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0274-y
Schlagwörter	Intervention; Higher Education; Gender Bias; Feminism; Females; Teacher Education; Women Faculty; Interdisciplinary Approach; Conferences (Gatherings); Foreign Countries; Humor; Art; Workshops; Universities; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterstereotyp; Feminismus; Weibliches Geschlecht; Lehrerausbildung; Lehrerbildung; Frauenakademie; Weibliche Gelehrte; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Humoristische Darstellung; Arts; Kunst; Lernwerkstatt; Schulung; University; Universität; Australien
Abstract	This paper examines a project that developed humorous, irreverent and subversive arts-based interventions into sexism in the academy. Two workshops were run with women currently working in teacher education in Australian universities. The researchers worked with the participants collaboratively and in line with feminist practices and methodologies to develop interventions that were performed at a large multidisciplinary educational research conference. The paper outlines the origins of the project, the feminist scholarship that inspired it, the methodological framework as well as a discussion about three of the interventions and demonstrates that sexism both (re)produces structural disadvantage for women in higher education as well as being characterised by a set of micro practices that shape the everyday experiences of women in the academy. Although this research is set within an Australian context, the paper acknowledges that sexism is systemic within higher education across contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01