Undisclosed stories of instructional design female scholars in academia

Romero-Hall, E; Aldemir, T; Colorado-Resa, J; Dickson-Deane, C; Watson, GS; Sadaf, A

Undisclosed stories of instructional design female scholars in academia

Romero-Hall, E Aldemir, T Colorado-Resa, J Dickson-Deane, C

Watson, GS Sadaf, A

Permalink

Publisher:: PERGAMON-ELSEVIER SCIENCE LTD
Publication Type:: Journal Article
Citation:: Women's Studies International Forum, 2018, 71, pp. 19-28
Issue Date:: 2018-11-01

Closed Access

	Filename	Description	Size
	jgeot.16.p.221.pdf	Published version	857.58 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Romero-Hall, E
dc.contributor.author	Aldemir, T
dc.contributor.author	Colorado-Resa, J
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.contributor.author	Watson, GS
dc.contributor.author	Sadaf, A
dc.date.accessioned	2022-09-02T21:16:23Z
dc.date.available	2022-09-02T21:16:23Z
dc.date.issued	2018-11-01
dc.identifier.citation	Women's Studies International Forum, 2018, 71, pp. 19-28
dc.identifier.issn	0277-5395
dc.identifier.uri	http://hdl.handle.net/10453/161231
dc.description.abstract	In this critical autoethnography, we come together as female instructional design (ID) faculty and graduate students. We use self-reflection to explore, through our writing, the experiences of our lives as female scholars. This includes gender-related challenges, concerns, and experiences that shape our lives as researchers, instructors, and practitioners. The theoretical frameworks that guide this critical autoethnography are radical and intersectional feminism. Radical feminists practice consciousness-raising in which women come together to share their personal experiences with each other. Intersectional feminists acknowledge that the various aspects of humanity, such as class, race, sexual orientation, and gender do not exists separately from each other. Our stories provide a view into the gender inequalities experienced by women, from various cultural backgrounds, ranks, and roles, while maneuvering the socio-cultural norms ingrained in higher education institutions. Our intention is that these stories generate understanding of these issues and inform ways that higher education may be more inclusive and supportive of female academics in the future.
dc.language	English
dc.publisher	PERGAMON-ELSEVIER SCIENCE LTD
dc.relation.ispartof	Women's Studies International Forum
dc.relation.isbasedon	10.1016/j.wsif.2018.09.004
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1699 Other Studies in Human Society, 1801 Law, 2002 Cultural Studies
dc.subject.classification	Gender Studies
dc.title	Undisclosed stories of instructional design female scholars in academia
dc.type	Journal Article
utslib.citation.volume	71
utslib.for	1699 Other Studies in Human Society
utslib.for	1801 Law
utslib.for	2002 Cultural Studies
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-02T21:16:22Z
pubs.publication-status	Published
pubs.volume	71

Abstract:

In this critical autoethnography, we come together as female instructional design (ID) faculty and graduate students. We use self-reflection to explore, through our writing, the experiences of our lives as female scholars. This includes gender-related challenges, concerns, and experiences that shape our lives as researchers, instructors, and practitioners. The theoretical frameworks that guide this critical autoethnography are radical and intersectional feminism. Radical feminists practice consciousness-raising in which women come together to share their personal experiences with each other. Intersectional feminists acknowledge that the various aspects of humanity, such as class, race, sexual orientation, and gender do not exists separately from each other. Our stories provide a view into the gender inequalities experienced by women, from various cultural backgrounds, ranks, and roles, while maneuvering the socio-cultural norms ingrained in higher education institutions. Our intention is that these stories generate understanding of these issues and inform ways that higher education may be more inclusive and supportive of female academics in the future.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/161231