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Academic mothers, professional identity and COVID-19: Feminist reflections on career cycles, progression and practice
Gender, Work & Organization ( IF 5.428 ) Pub Date : 2021-09-19 , DOI: 10.1111/gwao.12750
Dorothea Bowyer 1 , Milissa Deitz 2 , Anne Jamison 2 , Chloe E Taylor 3 , Erika Gyengesi 4 , Jaime Ross 2 , Hollie Hammond 5 , Anita Eseosa Ogbeide 3 , Tinashe Dune 3
Affiliation  

Based on a collection of auto-ethnographic narratives that reflect our experiences as academic mothers at an Australian university, this paper seeks to illustrate the impact of COVID-19 on our career cycles in order to explore alternative feminist models of progression and practice in Higher Education. Collectively, we span multiple disciplines, parenting profiles, and racial/ethnic backgrounds. Our narratives (initiated in 2019) explicate four focal points in our careers as a foundation for analyzing self-definitions of professional identity: pre- and post-maternity career break; and pre- and post-COVID-19 career. We have modeled this research on a collective feminist research practice that is generative and empowering in terms of self-reflective models of collaborative research. Considering this practice and these narratives, we argue for a de-centering of masculinized career cycle patterns and progression pathways both now and beyond COVID-19. This represents both a challenge to neo-liberal norms of academic productivity, as well as a call to radically enhance institutional gender equality policies and practice.

中文翻译:

学术母亲、职业身份和 COVID-19:女权主义对职业周期、进步和实践的反思

本文基于一系列反映我们作为澳大利亚大学学术母亲的经历的自我民族志叙述,旨在说明 COVID-19 对我们职业周期的影响,以探索高等教育中进步和实践的替代女权主义模式. 总的来说,我们跨越多个学科、育儿概况和种族/民族背景。我们的叙述(始于 2019 年)阐明了我们职业生涯中的四个重点,作为分析职业身份自我定义的基础:产前和产后职业中断;以及 COVID-19 前后的职业生涯。我们以集体女权主义研究实践为模型,在协作研究的自我反思模型方面具有生成性和授权性。考虑到这种做法和这些叙述,我们主张在现在和 COVID-19 之后,去中心化男性化的职业周期模式和发展途径。这既是对新自由主义学术生产力规范的挑战,也是从根本上加强机构性别平等政策和实践的呼吁。
更新日期:2021-09-19
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