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Women s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qual2.38 MB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice
Gender and Education, Vol.36(8), pp.1122-1139
2024
Appears in UniSC Supported Open Access Outputs
Abstract
Founded on and sustained through patriarchal thought and value systems, higher education remains a highly gendered and en/gendering institution. This reflects and simultaneously constitutes epistemological injustice, and creates a viscous cycle or de/privilege. Moreover, regionality de-centres and further marginalizes women academics, and those belonging to other equity groups experience compounding inequities. To understand the experiences of ‘becoming’ women academics within regional universities, we engaged a qualitative collaborative autoethnography and the post-qualitative practice of re-considering and re-inscribing ethnographic ‘data’ that glowed in us. These glowful data illuminated our ‘non-linear’ and non-teleological careering away from, around, and into academia, highlighting synergies between our ‘non-traditional’ academic pathways and (un)structured, in-the-making epistemological practice. In this paper, we share our ‘glowful’ process and consider the possibilities (and tensions) of engaging in research that occupies a space bordering qualitative and post-qualitative inquiry, designed to resist Cartesian and Positivist epistemologies and methodological practices.
Details
- Title
- Women’s non-linear journeys into and through higher education are considered through an emergent research process that spans qualitative and post-qualitative practice
- Authors
- Gail Crimmins (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesSarah Casey - University of the Sunshine Coast, Queensland, School of Business and Creative IndustriesAnitra Goriss-Hunter - Federation UniversityNadya Rizk - University of New EnglandKate Ames - Central Queensland UniversityKate White - Federation UniversityPetrea Redmond - University of Southern QueenslandCate Thomas - Charles Sturt University
- Publication details
- Gender and Education, Vol.36(8), pp.1122-1139
- Publisher
- Routledge
- Date published
- 2024
- DOI
- 10.1080/09540253.2024.2418137
- ISSN
- 1360-0516; 0954-0253
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- School of Business and Creative Industries
- Language
- English
- Record Identifier
- 991068430302621
- Output Type
- Journal article
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research