Over the past decades, Canadian universities have become increasingly diversified. Yet the means of achieving full equality for the various groups working and learning within higher education are far from clear. Some argue that the advancement of equity is losing ground as it competes with the more prominent policies promoting efficiency and excellence. Who, then, is being privileged and who is not? The fourteen essays in this collection convey the tensions, contradictions and possibilities involved in working and learning ...
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Over the past decades, Canadian universities have become increasingly diversified. Yet the means of achieving full equality for the various groups working and learning within higher education are far from clear. Some argue that the advancement of equity is losing ground as it competes with the more prominent policies promoting efficiency and excellence. Who, then, is being privileged and who is not? The fourteen essays in this collection convey the tensions, contradictions and possibilities involved in working and learning within the university and how equity and gender shape these experiences. The contributors explore the realities they face as professors, teaching assistants, students, contingent faculty, tenured faculty or administrative staff, often from the university's margins. While gender is as a central organizing theme, contributors integrate various other aspects of identity into their discussions. The first section explores the ways in which racialized minority women in positions of authority, Aboriginal women in social work and women with disabilities are represented and understood as belonging within the university. The second section looks at some of the challenges inherent in navigating the university for Black scholars, women who have endured trauma, queer and gendered individuals and Aboriginal students those who do not easily fit within what is conceptualized as the norm. The third section includes essays from those who are only infrequently considered as contributing to the academic project teaching assistants, administrative assistants, department chairs and contingent faculty. In the final section, contributors contemplate strategies that enable them to survive or in some instances, thrive, in the academic setting as they struggle to build anti-racist teacher education, balance unrealistic workloads and resist chilly climates.
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