Donning the “slow professor”: A feminist action research project
Authors: Ashencaen Crabtree, S. et al.
Journal: Radical Teacher
Volume: 116
Pages: 55-65
eISSN: 1941-0832
DOI: 10.5195/rt.2020.647
Abstract:Corporatization of Higher Education has introduced new performance measurements as well as an acceleration of academic tasks creating working environments characterised by speed, pressure and stress. This paper discusses findings from a qualitative, feminist participatory action research (PAR) study undertaken by an interdisciplinary team of women academics at a modern, corporate university in England. The study illuminates how corporatized HE erodes faculty autonomy, degrades learning environments, damages professional satisfaction and health. Strategies for resistance and liberation developed through the PAR process are discussed.
http://eprints.bournemouth.ac.uk/33195/
Source: Scopus
Donning the "Slow Professor": A Feminist Action Research Project
Authors: Crabtree, S.A. et al.
Journal: RADICAL TEACHER
Issue: 116
Pages: 55-65
ISSN: 1941-0832
DOI: 10.5195/rt.2020.647
http://eprints.bournemouth.ac.uk/33195/
Source: Web of Science (Lite)
Donning the ‘slow professor’: A feminist action research project
Authors: Ashencaen Crabtree, S. et al.
Journal: Radical Teacher
Publisher: University of Pittsburgh, University Library System
ISSN: 0191-4847
Abstract:Ann
http://eprints.bournemouth.ac.uk/33195/
Source: Manual
Donning the ‘slow professor’: A feminist action research project
Authors: Ashencaen Crabtree, S. et al.
Journal: Radical Teacher
Volume: 116
Issue: Winter
ISSN: 0191-4847
Abstract:Corporatization of Higher Education has introduced new performance measurements as well as an acceleration of academic tasks creating working environments characterised by speed, pressure and stress. This paper discusses findings from a qualitative, feminist participatory action research (PAR) study undertaken by an interdisciplinary team of women academics at a modern, corporate university in England. The study illuminates how corporatized HE erodes faculty autonomy, degrades learning environments, damages professional satisfaction and health. Strategies for resistance and liberation developed through the PAR process are discussed.
http://eprints.bournemouth.ac.uk/33195/
http://radicalteacher.library.pitt.edu/ojs/radicalteacher/article/view/647/669
Source: BURO EPrints