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Reimagining the Academy: Conceptual, Theoretical, Philosophical, and Methodological Sparks
Book chapter   Peer reviewed

Reimagining the Academy: Conceptual, Theoretical, Philosophical, and Methodological Sparks

Rachael Dwyer and Alison L Black
Reimagining the Academy: ShiFting Towards Kindness, Connection, and an Ethics of Care, pp.1-16
Palgrave Macmillan
2021
DOI: https://doi.org/10.1007/978-3-030-75859-2_1
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https://doi.org/10.1007/978-3-030-75859-2_1View
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Abstract

This chapter makes clear the book’s intentions: the building of a kinder, inclusive, values-driven academy responsive to women’s knowledges, ways of working, and experiences. Dwyer and Black explore the conceptual frame and foundations for their valuing of women’s lived experiences and lived visions, their drawing on the work of feminist scholars, their emphasis on an ethics of care, and the core ideas and concepts they have found helpful in supporting the reimagining of both the academy and revolutionary futures. Identifying the foundational theoretical, philosophical, and methodological underpinnings of this research collection, the co-editors foreground in this chapter the conceptual ‘sparks’ being explored in the book and describe how these situate and support feminist efforts to inhabit the academy differently.

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