CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or “hostile” work environments and experiences? How do these vary by women’s race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals–independently and collectively–take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to the “old boys’ club,” women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors’ research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are “better” or “good enough” and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures.

Provides a critical space in which to interrogate the ways in which postcolonial voices are imagined and struggle to be valued, heard, and responded to. Takes the imagination of the postcolonial as its focus, acknowledging that it is a troubling, unsettling, and ambiguous concept requiring re-visiting and re-interpretation.

"The language of vocation and calling can encourage faculty and students to venture out of their academic silos and to reflect on larger questions of meaning and purpose. With contributors from across the disciplines, the book demonstrates that vocation can reframe current debates about the role of higher education today"--

Staging Nation examines the complex relationship between the theatrical stage and the wider stage of nation building in postcolonial Malaysia and Singapore. In less than fifty years, locally written and produced English language theatre has managed to shrug off its colonial shackles to become an important site of community expression. This groundbreaking comparative study discusses the role of creative writing and the act of performance as actual political acts and as interventions in national self-constructions. It argues that certain forms of theatre can be read as emerging oppositional cultures that contribute towards the deepening of democracy by offering contending narratives of the nation. Jacqueline Lo is Senior Lecturer at the School of Humanities, Australian National University. She has published widely on postcolonial theory, performance studies and Asian-Australian cultural politics. She is the editor of Theatre in Southeast Asia, and co-editor of Diaspora: Negotiating Asian-Australia.

Stories and personal narratives are powerful tools for engaging in self-reflection and application of critical theory in higher educational contexts. This edited text centers "name stories" as a vehicle to promote readers’ understanding of social identity, oppression, and intersectionality in a variety of educational contexts from residence halls and classrooms to faculty development workshops and executive leadership board rooms. The contributors in this volume reveal how names may serve as entry points through which to foster learning and facilitate conversations about identity, power, privilege, and systems of oppression. Through an intersectional perspective, chapter authors reveal interlocking systems of oppression in education while also providing recommendations, lessons learned, reflection questions, and calls to action for those working to transform and advance equity-minded campus climates. This unique volume is for educators at colleges and universities doing equity work, seeking ways to initiate, facilitate, and maintain rich conversations about identity.

In Gender and Practice: Insights from the Field, twelve chapters contribute to the creation of an accessible body of knowledge that looks to provide gender practitioners with examples of what works, and what doesn't, in the attainment of gender equality.

This book harnesses the expertise of women academics who have constructed innovative approaches to challenging existing sexual disadvantage in the academy. Countering the prevailing postfeminist discourse, the contributors to this volume argue that sexism needs to be named in order to be challenged and resisted. Exploring a complex, intersectional and diverse arrangement of resistance strategies, the contributors outline useful tools to resist, subvert and identify sexist policy and practice that can be deployed by organisations and collectives as well as individuals. The volume analyses pedagogical, curriculum and research approaches as well as case studies which expose, satirise and subvert sexism in the academy: instead, embodied and slow scholarship as political tools of resistance are introduced. A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality.

Research in cognitive science over the last 30 years shows much of what we know about culture in the business world is based on myth, wishful thinking, outdated science, or is just plain wrong. This is why culture-shaping and change programs in organizations often amount to little more than sloganeering with minimal impact on the lived experience of employees. This book bridges the gap between the latest research on cognitive science and culture, providing a valuable guide for change leaders, CEOs, and practitioners on how to sustainably work with and change this important resource. It answers many of the major questions that have plagued culture work, such as: Why so many CEOs and management consultants preach culture change when so few culture interventions actually succeed Why CEOs persist in believing "culture starts at the top" when virtually no research in anthropology supports that claim Why most culture shaping approaches have no answer for how to affect culture in global companies Why culture doesn’t cause us to do anything, yet we persist in believing that somehow it does Why so many culture-shaping projects focus on corporate values despite the fact modern science shows why changing personal values is exceedingly difficult What we are learning about culture from the last 30 years of cognitive science gives us the foundation for far more impactful and sustainable interventions than have been possible to date. This book explains why, showing how everyday business practices well beyond HR are key to culture change. Why? Because the brain’s synaptic plasticity can only be altered through new sustained and widespread organizational habits and routines. This groundbreaking, practical guide will show you finally how to realize the full power of culture as a transformational, empowering, and competitive resource.

In the digital era, many African countries sit at the crossroads of a potential future that will be shaped by digital-era technologies with existing laws and institutions constructed under conditions of colonial and post-colonial authoritarian rule. In Disrupting Africa, Olufunmilayo B. Arewa examines this intersection and shows how it encompasses existing and new zones of contestation based on ethnicity, religion, region, age, and other sources of division. Arewa highlights specific collisions between the old and the new, including in the 2020 #EndSARS protests in Nigeria, which involved young people engaging with varied digital era technologies who provoked a violent response from rulers threatened by the prospect of political change. In this groundbreaking work, Arewa demonstrates how lawmaking and legal processes during and after colonialism continue to frame contexts in which digital technologies are created, implemented, regulated, and used in Africa today.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online. Gender Violence, the Law, and Society analyses and explores the historical and cultural roots of issues of gender-based and sexual violence in Japan, India and South Africa.