Download Being “In and Out”: Providing Voice to Early Career Women in by Narelle Lemon, Susanne Garvis (eds.) PDF

By Narelle Lemon, Susanne Garvis (eds.)

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Additional info for Being “In and Out”: Providing Voice to Early Career Women in Academia

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In this case it allows the exploration of my personal experiences in the academy as I move through multiple sociocultural categories. I align with the beliefs of Richardson and Loubier (2008, p. 143), that ‘people live multiple, layered identities derived from social relations, history, and the operation of structured power. My identity is based within the notion of being a teacher educator. For a teacher educator, identity is interwoven with the lives and knowledge of teachers, children and youth (Clandinin, Downey & Huber, 2009).

Aronsen, A. , & Swanson, D. L. (1991). Graduate women on the brink: Writing as ‘outsiders within’. Women Studies Quarterly, 3(4), 156–173. Baker Sweitzer, V. (2009). Towards a theory of doctoral student professional identity development: A developmental networks approach. Journal of Higher Education, 80(1), 1–33. , & Clark, H. (2001). Between the ivory tower and the academic assembly line. Journal of Management Studies, 31(1), 87–102. Berger, P. , & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge.

The first occurs during the doctoral experience when individuals learn the attitudes, actions, and values of the faculty within which they work and they observe and internalise norms of behaviour. The organisational stage builds on the anticipatory stage and occurs during the early academic career. According to Clarke et al. 11) and they may find that the learning experiences of their doctoral studies are “at odds with what the individual ultimately finds at the chosen institution” (p. 11). These contentions call into question the ways in which an individual responds to such conflicts.

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