Gender in the neoliberalised global academy: the affective economy of women and leadership in South Asia

Morley, Louise; Crossouard, Barbara

doi:10.1080/01425692.2015.1100529

Cited by 75 publications

(71 citation statements)

References 42 publications

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“…At each step of administrative preparation, job seeking and selection, there are organizational processes that clearly indicate a preference for males (Hill, Miller, Benson & Handley, 2016;Hora, 2014;Lunyolo, Ayodo, Tikoko & Simatwa, 2014). Stereotypical assumptions about the gender differences between men and women make conditions difficult for women to obtain the opportunity to be placed in senior leadership positions (Davis & Maldonado, 2015;Morley & Crossouard, 2016b). According to Drake and Owen (1998), in Indonesia, women executives experienced obstacles in the environment and stereotyping about gender roles which typecast them into nurturing, supporting types of jobs.…”

Section: Gender and School Leadershipmentioning

confidence: 99%

Gender and School Leadership: Breaking the Glass Ceiling in South Africa

Ndebele

2018

GENEROS

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This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.

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Section: Gender and School Leadershipmentioning

confidence: 99%

Gender and School Leadership: Breaking the Glass Ceiling in South Africa

Ndebele

2018

GENEROS

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“…women's anxieties, fears, and resistance to the roles in their current form. These corresponded to Ngai's (2005) and these were often posed in the vocabulary of the affective economy (Ahmed, 2004;Morley & Crossouard, 2016). While some identified power, recognition, influence, making a difference and financial rewards as attractions, the majority of female participants associated leadership with the affective burden of dealing with conflict and negativity in competitive professional and patriarchal cultures.…”

Section: Ugly Feelings: Patriarchy Power and Proprietymentioning

confidence: 99%

Women's leadership in the Asian Century: does expansion mean inclusion?

Morley

Crossouard

2016

Studies in Higher Education

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This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka. A central finding was that gender is not a category of analysis in higher education policy, research or statistical data in the region. Our interview data suggest that leadership was frequently not an object of desire for women. Being associated with particular types of masculinities, leadership often carried a heavy affective load for those women who transgressed patriarchal socio-cultural norms and disrupted the symbolic order of women being led by men.Leadership was frequently perceived and experienced by women in terms of navigating a range of ugly feelings and toxicities that depleted aspirations, well-being and opportunities.149 words

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“…Como sugiere Grove, la igualdad de género no es un indicador en ningún cuadro del ranking global de las universidades. El éxito en estos rankings no parece requerir que se dé atención al género (en Morley y Crossouard, 2016). Esta presión para asignar recursos en áreas que les permitan competir globalmente es también sentida por las universidades portuguesas, que han sido objeto de constantes recortes en la financiación como consecuencia de la crisis socioeconómica que el país atraviesa y de las limitaciones que han sido introducidas por la política e instituciones europeas.…”

Section: Conclusionesunclassified

El gender mainstreaming en la academia portuguesa

Oliveira

Augusto

2017

CITECMA

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ResumenEl debate sobre los límites y el valor añadido de la intervención en favor de la igualdad de género en las sociedades en general y en la ciencia en particular, presta especial atención a las políticas de gender mainstreaming. La universidad desempeña un papel clave en el mundo contemporáneo no solamente por ser lugar de profesionalización, estudio e investigación, sino por su función de promover la ciudadanía plena y el progreso social. En este artículo, buscamos discutir la implementación del gender mainstreaming en la academia portuguesa a partir de experiencias concretas de planes de igualdad de género desarrollados en universidades y politécnicos públicos. Considerando que el gender mainstreaming ha sido implementado de diversos modos y en distintos contextos, con base en distintos conceptualizaciones y enfoques así como con distintos recursos y niveles de compromiso, es fundamental fomentar la reflexión y el análisis crítico que nos permita identificar fracasos y errores, conquistas y beneficios, pero también amenazas y desafíos que son planteados en su desarrollo práctico, en particular al nivel de las instituciones de educación superior por su especificidad. Palabras claveGender mainstreaming, igualdad de género, planes de igualdad de género, universidades. Abstract

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Gender in the neoliberalised global academy: the affective economy of women and leadership in South Asia

Cited by 75 publications

References 42 publications

Gender and School Leadership: Breaking the Glass Ceiling in South Africa

Gender and School Leadership: Breaking the Glass Ceiling in South Africa

Women's leadership in the Asian Century: does expansion mean inclusion?

El gender mainstreaming en la academia portuguesa

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