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Misogyny posing as measurement: disrupting the feminisation crisis discourse
journal contribution
posted on 2023-06-08, 00:45 authored by Louise MorleyFeminisation discourses appear to represent nostalgia for patriarchal patterns of participation and exclusion in higher education. It is curious why this particular melancholic formulation has gained currency in the context of higher education today, raising questions about the misogynistic impulse seeking to set a ceiling on women's current success by assuming it must have come about by disadvantaging men. This paper will raise questions about the norms, values and assumptions that underpin the binaried conceptualisation, or 'mystic boundaries' between women and men. This essentialised division situates women's achievements in relation to men's putative underperformance. I wish to suggest that feminisation discourses are unsatisfactory as they work with monodimensional, stable concepts of identity, ignore intersectionality, and are parochial in so far as they fail to examine gender globally, reduce gender inequalities to quantification, and treat gender as a noun, rather than as a verb or adjective. Higher education is gendered in terms of its values, norms, processes and employment regimes, even when women are in the majority as undergraduate students.
History
Publication status
- Published
File Version
- Published version
Journal
Contemporary Social Science: Journal of the Academy of Social SciencesISSN
2158-2041Publisher
Taylor & FrancisExternal DOI
Issue
2Volume
6Page range
223-235Department affiliated with
- Education Publications
Notes
Special Issue: Challenge, change or crisis in global higher education?Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06First Compliant Deposit (FCD) Date
2013-11-05Usage metrics
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