Literaturnachweis - Detailanzeige
Autor/in | Gouthro, Patricia A. |
---|---|
Titel | Women of Mystery: Investigating Learning Pathways of Canadian and American Female Crime Fiction Writers |
Quelle | In: Adult Education Quarterly: A Journal of Research and Theory, 64 (2014) 4, S.356-373 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-7136 |
DOI | 10.1177/0741713614549573 |
Schlagwörter | Foreign Countries; Authors; Females; Fiction; Crime; Adult Learning; Feminism; Critical Theory; Neoliberalism; Career Development; Barriers; Cultural Capital; Reading; Learning Experience; Workplace Learning; Adult Education; Interviews; Career Choice; Canada; United States Ausland; Author; Autor; Autorin; Weibliches Geschlecht; Fiktion; Crimes; Delict; Delicts; Delikt; Adulte education; Adult training; Erwachsenenbildung; Feminismus; Kritische Theorie; Neo-liberalism; Neoliberalismus; Berufsentwicklung; Leseprozess; Lesen; Lernerfahrung; Adult; Adults; Education; Adult basic education; Interviewing; Interviewtechnik; Kanada; USA |
Abstract | This article explores the learning pathways of 15 Canadian and American female crime fiction authors. Using a critical feminist perspective, it argues that despite the neoliberal rhetoric of individual choice, as in most careers, there are social-structural factors that create opportunities and barriers for women mystery writers. The article explores the background factors that shape women's interest in writing crime fiction, considers the challenges that they face in developing their careers, and looks at the supports that may help them to attain success. Despite challenges, there is often intrinsic value in doing meaningful work that may motivate women to develop a fiction-writing career. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |