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Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
Contributors are: Ana Silvia Monzon Monterroso, Andrea Gomez, Carmella Braniger, Carol Mariano, Erica Reyes, Felipe Quetzalcoatl Quintanilla, Fidel García Reyes, Filiberto Mares Hernandez, Irving Ayala, Isabela Ortega, Juana Moriel-Payne, Julio Enríquez-Ornelas, Jumko Ogata-Aguilar, Kiri Avelar, Liliana Conlisk Gallegos, Lina Paredes, Lizbeth De La Cruz Santana, M.L.H. Roxana Fragoso Carrillo, Marisa V. Cervantes, Omar Pimienta, Paul Pedroza, Rachel Neff, Raphaella Prange, Santiago Vaquera-Vasquez, Veronica Gaona and Víctor M. Macías-González.
The focus on life and work has been growing rapidly in the last two decades. There are a number of rationales for this. Firstly, there is a methodological impulse: many new studies are adopting a life history approach. The life history tradition aims to understand the interface between people’s life and work and to explore the historical context and the socio-political circumstances in which people’s professional life and work is located. The growth in life history studies demands a series of books which allow people to explore this methodological focus within the context of professional settings.
The second rationale for growth in this area is a huge range of restructuring initiatives taking place throughout the world. There is in fact a world movement to restructure education and health. In most forms this takes the introduction of more targets, tests and tables and increasing accountability and performativity regimes. These initiatives have been introduced at governmental level – in most cases without detailed consultation with the teaching and nursing workforces. As a result there is growing evidence of a clash between people’s professional life and work missions and the restructuring initiatives which aim to transform these missions. One way of exploring this increasingly acute clash of values is through studies of professional life and work. Hence the European Commission, for instance, have begun to commission quite large studies of professional life and work focussing on teachers and nurses. One of these projects – the Professional Knowledge Network project has studied teachers’ and nurses’ life and work in seven countries. There will be a range of books coming out from this project and it is intended to commission the main books on nurses and on teachers for this series.
The series will begin with a number of works which aim to define and delineate the field of professional life and work. One of the first books ‘Investigating the Teacher’s Life and Work’ by Ivor Goodson will attempt to bring together the methodological and substantive approaches in one book. This is something of a ‘how to do’ book in that it looks at how such studies can be undertaken as well as what kind of generic findings might be anticipated.
Future books in the series might expect to look at either the methodological approach of studying professional life and work or provide substantive findings from research projects which aim to investigate professional life and work particularly in education and health settings.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience.
Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.
The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience.
Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.
The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.
The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.
These questions permeate the pages of Scarecrow wherein a bisexual, nonbinary trans feminine person named Erin seeks to make sense of her life in relation to the places, people, and events she has seen and left behind over time. As the novel begins, Erin tells us that “39 funerals, 35 years, and too many lovers to bother remembering brought me to this point.” From this opening statement, Erin reflects on three-and-a-half decades of experiences growing up working class, white, and queer in the southeastern U.S.; navigating sexual, gender, classed, racial, and religious meanings and relationships; surviving varied types of love, trauma, kindness, and violence; and joining the upper-middle class world of the professoriate. As the novel progresses, she shows us how these experiences intertwine, create opportunities, and leave scars that together fashion who she has become over time and in relation to others.
Scarecrow could be utilized in the teaching of sociology, social psychology, Symbolic Interactionism, narrative, families, gender, sexualities, race, class, geography, biography, Southern Studies, LGBTQIA studies, trauma recovery, courses about aging and the life course, or of course, it could be read entirely for pleasure.
These questions permeate the pages of Scarecrow wherein a bisexual, nonbinary trans feminine person named Erin seeks to make sense of her life in relation to the places, people, and events she has seen and left behind over time. As the novel begins, Erin tells us that “39 funerals, 35 years, and too many lovers to bother remembering brought me to this point.” From this opening statement, Erin reflects on three-and-a-half decades of experiences growing up working class, white, and queer in the southeastern U.S.; navigating sexual, gender, classed, racial, and religious meanings and relationships; surviving varied types of love, trauma, kindness, and violence; and joining the upper-middle class world of the professoriate. As the novel progresses, she shows us how these experiences intertwine, create opportunities, and leave scars that together fashion who she has become over time and in relation to others.
Scarecrow could be utilized in the teaching of sociology, social psychology, Symbolic Interactionism, narrative, families, gender, sexualities, race, class, geography, biography, Southern Studies, LGBTQIA studies, trauma recovery, courses about aging and the life course, or of course, it could be read entirely for pleasure.
These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, and social class.
These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, and women. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service.
Contributors are: Lamesha C. Brown, LaToya Brown, Altheria Caldera, Araceli Calderón, Marisa V. Cervantes, Joy Cobb, Raven K. Cokley, Francine R. Coston, Angela Gay, Josué R. López, Rebecca Morgan, Gloria A. Negrete-Lopez, Lisa S. Palacios, Takeshia Pierre, Alejandra I. Ramírez, Matt Reid, Ebony Russ, Jaye Sablan, Travis Smith, Phitsamay S. Uy, Jane A. Van Galen, Jason K. Wallace and Lin Wu.
These scholars write of socialization to the professoriate through the complex lens of intersectional identities of race, ethnicity, gender, sexuality, and social class.
These first-generation graduate students have crafted critical narratives of the structural obstacles within higher education that stand in the way of brilliant scholars who are poor and working-class, Black, Indigenous, Latinx, Asian, immigrant, queer, white, and women. They write of agency in creating defiant networks of support, of sustaining connections to family and communities, of their activism and advocacy on campus. They refuse to perpetuate the myths of meritocracy that reproduce the inequalities of higher education. In response to research literature and to campus programming that frames their identities around “need”, they write instead of agentive and politicized intersectional identities as first-generation graduate students, committed to institutional change through their research, teaching, and service.
Contributors are: Lamesha C. Brown, LaToya Brown, Altheria Caldera, Araceli Calderón, Marisa V. Cervantes, Joy Cobb, Raven K. Cokley, Francine R. Coston, Angela Gay, Josué R. López, Rebecca Morgan, Gloria A. Negrete-Lopez, Lisa S. Palacios, Takeshia Pierre, Alejandra I. Ramírez, Matt Reid, Ebony Russ, Jaye Sablan, Travis Smith, Phitsamay S. Uy, Jane A. Van Galen, Jason K. Wallace and Lin Wu.
This novel is an honest and raw examination of queer lives. Gender Optics will illustrate, interrogate, and challenge the harmful products of binary hegemonic systems that all too often push gender variant folks to the fringes of society. While Gender Optics can be read purely for pleasure, it can also be used as supplemental reading for courses in critical theory, gender theory, gender and sexuality studies, LGBTQ studies, intersectionality, and arts-based research.
This novel is an honest and raw examination of queer lives. Gender Optics will illustrate, interrogate, and challenge the harmful products of binary hegemonic systems that all too often push gender variant folks to the fringes of society. While Gender Optics can be read purely for pleasure, it can also be used as supplemental reading for courses in critical theory, gender theory, gender and sexuality studies, LGBTQ studies, intersectionality, and arts-based research.