Narratives of Academic Staff Involvement in Athena SWAN and Race Equality Charter Marks in UK Higher Education Institutions

Autor/inn/en	Henderson, Holly; Bhopal, Kalwant
Titel	Narratives of Academic Staff Involvement in Athena SWAN and Race Equality Charter Marks in UK Higher Education Institutions
Quelle	In: Journal of Education Policy, 37 (2022) 5, S.781-797 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.1891576
Schlagwörter	Foreign Countries; Personal Narratives; Race; Equal Education; Higher Education; Educational Policy; Sex Fairness; College Faculty; Teacher Participation; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Erlebniserzählung; Rasse; Abstammung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Sexualaufklärung; Fakultät; Großbritannien
Abstract	In line with other national higher education systems, the UK has, since 2005, taken a formalised approach to improving gender equality in academia in the form of the Athena SWAN charter mark; in 2016, an additional charter mark focusing on race equality (the REC) was introduced. This article, based on data from a multi-site case study exploring the experiences of those in UK higher education who are working on the charter marks, looks at how academic staff become involved in this work. Using a narrative analysis based on the conceptual tools of policy enactment, the article sets out a typology of trajectories of academic involvement in charter mark work. This focus on how academic staff become involved in work on charter marks as policy translators is set alongside a chronological account of the development of the charter mark awards in the UK higher education sector. Through locating staff trajectories in their particular context, we are able to ask questions of how work that seeks to address serious and enduring inequalities in academia is currently allocated and implemented, and with what kinds of expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01