'You're Not Able to Breathe': Conceptualizing the Intersectionality of Early Career, Gender and Crisis

Autor/in	Misiaszek, Lauren Ila
Titel	'You're Not Able to Breathe': Conceptualizing the Intersectionality of Early Career, Gender and Crisis
Quelle	In: Teaching in Higher Education, 20 (2015) 1, S.64-77 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.957267
Schlagwörter	Focus Groups; Cross Cultural Studies; College Faculty; Career Development; Beginning Teachers; Professional Identity; Foreign Countries; Gender Issues; Gender Differences; Teaching Methods; Social Justice; Coding; Language Usage; Teaching Conditions; Italy; Portugal; Spain; United States + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Fakultät; Berufsentwicklung; Junior teacher; Junglehrer; Ausland; Geschlechterfrage; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Codierung; Programmierung; Sprachgebrauch; Lehrbedingungen; Unterrichtsbedingungen; Italien; Spanien; USA
Abstract	Drawing on data from nine focus groups in four countries, I argue for the need to develop a research agenda around the intersectionality of early career, gender and crisis. I first give a brief explanation of the background, methodology and limitations of the study. Second, I lay out some key conceptualizations and their own limitations and then trace some important theoretical intersections that will frame the discussion. Third, to bring this intersectionality to life, I employ participant examples from the focus groups. In the first section of the analysis of the participant responses, I examine how crisis affects the identities of early-career academics. In the second section of the analysis, I connect these questions of identities with early-career academics' relationship with higher education (HE) pedagogies, most likely well known by the reader as a marginalized aspect of academics' work in HE institutions. Finally, I conclude with some responses to these dilemmas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10