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Contested Sites in Education

The Quest for the Public Intellectual, Identity and Service

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Karen Ragoonaden

Emerging from the contested site of a new university campus, educators reflect upon the transformative process of reconceptualising and rebuilding a faculty of education in the twenty-first century. Contested Sites in Education seeks to improve an understanding of and conversations about the nature, meaning and significance of higher education’s public service within the scope of a democratic society. This volume offers educators and students a praxis-oriented, hope-infused, contemplative approach to conceiving, developing and in some cases, returning to public service and public identity in the twenty-first century. Contested Sites in Education will prepare future leaders who thoroughly understand, consciously apply and intentionally use democracy, selfknowledge, cultural knowledge, habits of mind, reflective learning communities and advocacy in their professional lives.
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Chapter Five: Performativity in the Academy: Negotiating Ambition, Desire, and the Demands of Femininity

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← 60 | 61 → CHAPTER FIVE

Performativity in the Academy

Negotiating Ambition, Desire, and the Demands of Femininity1

LYNN BOSETTI AND SABRE CHERKOWSKI

I think the main cost [of my professional ambitions] was that my husband of twenty plus years decided that he didn’t like the person that I’d become because it’s really a transformation that I was going through. And the caretaking role, the executive function that I’d had within our family essentially I was now using in other sectors. I was using it in the family too, but he actually didn’t feel that that was okay and he left our family… it was hard for me to not beat myself up about that. Had I actually become a person that was unlovable by being in this job? And to some extent I think I internalized the fact that that was probably true. Maybe I was. (Patti)

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