“…Geography as a discipline has experienced significant change over the last 40 years; the gender gap is closing and there are more women professors in UK geography (Maddrell et al., 2016), yet significant structural inequalities remain and the process of reducing gender inequalities requires a lot of ongoing hard work (Maddrell et al., 2016, 2019). Pertinent issues here include debates about flexible and fractional working (e.g., Birnie et al, 2005), mentoring (Adman‐Hutcheson & Johnston, 2019), and the related resilience needed to resist everyday forms of discrimination. Discussed much less often are the more structural and institutionalised forms of embedded patriarchy, sexism, and misogyny that work to marginalise women (although for an excellent account of institutional violence in higher education, see Dowler et al, 2014).…”
Section: Discussionmentioning
confidence: 99%
“…Related to this, in a recent special issue on gender, race, and culture, Fluri and Peidalue (2017) refer to the unpacking of “entangled inequalities” that give rise to violence. Furthermore, Adams‐Hutcheson and Johnston (2019) reflect on the role of mentoring and Caretta and Maddrell (2020) consider relational networks of support in enabling women to manage and sustain themselves in light of structural inequalities in the discipline. It is important to remember the significance of highlighting issues relating to patriarchy, sexism, misogyny, discrimination, injustice, and so on, and Jacky's paper provides a useful reminder about this.…”
Tivers’ landmark paper about the geographical study of women published in Area in 1978 raised significant issues for the discipline when it was published. I review Tivers’ paper and draw attention to three issues that remain pertinent for geographers. First, I explore the need to be critical about the concept of the household. Second, I reflect on the attention that geographers have given to the family. Finally, I re‐emphasise the importance of continuing to focus on structural inequalities as Tivers initially suggested in 1978.
“…Geography as a discipline has experienced significant change over the last 40 years; the gender gap is closing and there are more women professors in UK geography (Maddrell et al., 2016), yet significant structural inequalities remain and the process of reducing gender inequalities requires a lot of ongoing hard work (Maddrell et al., 2016, 2019). Pertinent issues here include debates about flexible and fractional working (e.g., Birnie et al, 2005), mentoring (Adman‐Hutcheson & Johnston, 2019), and the related resilience needed to resist everyday forms of discrimination. Discussed much less often are the more structural and institutionalised forms of embedded patriarchy, sexism, and misogyny that work to marginalise women (although for an excellent account of institutional violence in higher education, see Dowler et al, 2014).…”
Section: Discussionmentioning
confidence: 99%
“…Related to this, in a recent special issue on gender, race, and culture, Fluri and Peidalue (2017) refer to the unpacking of “entangled inequalities” that give rise to violence. Furthermore, Adams‐Hutcheson and Johnston (2019) reflect on the role of mentoring and Caretta and Maddrell (2020) consider relational networks of support in enabling women to manage and sustain themselves in light of structural inequalities in the discipline. It is important to remember the significance of highlighting issues relating to patriarchy, sexism, misogyny, discrimination, injustice, and so on, and Jacky's paper provides a useful reminder about this.…”
Tivers’ landmark paper about the geographical study of women published in Area in 1978 raised significant issues for the discipline when it was published. I review Tivers’ paper and draw attention to three issues that remain pertinent for geographers. First, I explore the need to be critical about the concept of the household. Second, I reflect on the attention that geographers have given to the family. Finally, I re‐emphasise the importance of continuing to focus on structural inequalities as Tivers initially suggested in 1978.
“…You allowed me to see not just your academic persona but your full person. Following Adams‐Hutcheson and Johnston (2019, 463), “Feminist frameworks afford the opportunity for unsettling and moving beyond the denial and neglect of emotions and embodiment that characterises most university settings.” I remember once you were busy coordinating the Climate Change Teach‐In in 2016. I ran into you while you were standing outdoors on campus on a cold and rainy day, handing out the program to students and encouraging attendance.…”
Section: The Dead‐end Of the Traditional Advising Path: Power Versus mentioning
confidence: 99%
“…Feminist mentoring also undercuts problematic norms in the academy. Adams‐Hutcheson and Johnston (2019, 452) describe how their working relationship, based on an ethos of care, is about protesting the system, “care and mentoring challenges universities’ metricised systems that that overlook sustaining and valuable practices for scholars.” The revolutionary women of the Combahee River Collective (1986, 11) put it eloquently: As feminists, we do not want to mess over people in the name of politics. We believe in collective process and a nonhierarchical distribution of power within our own group … we are committed to a continual examination of our politics as they develop through criticism and self‐criticism as an essential aspect of our practice.…”
Section: What We Learned and What Worked For Us: Heartfelt Recommendamentioning
Academia is frequently a hostile place where students, pre‐tenure scholars, women, people of color, disabled, queer, transgender, and nonbinary people face perpetual challenges. “You do not belong here” or “you are not good enough” can feel like a constant refrain. Yet some students find their path and pursue their graduate studies with determination, or even passion, joy, and a sense of satisfaction. A successful mentoring relationship with a faculty member can contribute to that success. This article tells the story of how two very differently positioned women in academia forged a unique mentoring relationship that produced unexpected and positive outcomes. One measure of this relationship's success is the student's transformation from hesitant master's student to confident doctoral student pursuing a self‐designed multidisciplinary doctoral degree. Less tangibly but no less important, the increasingly reciprocal and horizontal nature of this mentoring relationship allowed both parties to take risks in their academic lives and to step into more liberatory modes of knowing and being in the academy. In this article we, a white American tenured faculty advisor and a Saudi‐American Muslim woman PhD advisee, trace some of the key turning points in this advising story through a duo‐autoethnographic (duoethnography: a collaborative research methodology in which two or more researchers juxtapose their life histories in order to provide multiple understandings of a social phenomenon) dialogue. We relay how our mentoring relationship allowed each of us to transcend our scripted academic roles and fostered an enabling environment for doctoral study and risky scholarship. We acknowledge that mentoring is not a one‐size‐fits‐all approach, yet we hope that by highlighting some dimensions of our relationship we might inform others seeking a feminist, relational, horizontal, supportive model for academic mentoring.
“…These roles, along with a third co‐opted ECR position which has been included on the NZGS executive committee since 2016, provide important opportunities for representatives to foster connections with senior academics outside supervisory relationships beyond their own institutions. These informal mentorships can be an especially important part of academic life (Adams‐Hutcheson & Johnston, ).…”
Section: The Early Career Research Networkmentioning
The New Zealand Geographical Society Early Career Research Network (NZGS ECRN) is a peer-run network aiming to foster a welcoming and supportive environment for those who identify as early career geographers in Aotearoa New Zealand. This article highlights how the ECRN is working to find space for intervention and connection in an international context of precarity for early career researchers, as well as addressing the ongoing challenges of effectively representing the interests of a diverse and transient group of scholars.
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