6 key feminist principles of evaluation, pp23-29
\n1. Knowledge is culturally, socially, and temporally contingent. [23]
\n2. Knowledge is a powerful resource that serves an explicit or implicit purpose. [24]
\n3. Evaluation is a political activity; evaluators' personal experiences, perspectives, and characteristics come from and lead to a particular political stance. [25]
\n4. Research methods, institutions, and practices are social constructs. [26]
\n5. There are multiple ways of knowing. [27]
\n6. Gender inequities are one manifestation of social injustice. Discrimination cuts across race, class, and culture and is inextricably linked to all three. [29]
\n\n
19 \"With respect to methods, feminist social scientists have often (but not exclusively) advocated for the user of qualitative methods as an important means of unearthing unexamined perspectives, complex dynamics, and silenced voices.\"
\n19 \"However, there are no methods, even ones implemented with the intention of understanding complexity or based on the development of some form of relationship, that in themselves conform to feminist principles. Even within qualitative interviewing, for example, unequal power relationships between researcher and interviewee exist and it can be difficult to negotiate the waters of representation.\"
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\nThis article includes a short section giving telling the backgrounds of the authors and their relationships to feminism and feminist research, and the differences between their experiences.
\n\n
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Though the neoliberal transformation of the university is well documented, the isolating effects and embodied work conditions of such increasing demands are too rarely discussed. In this article, we develop a feminist ethics of care that challenges these working conditions. Our politics foreground collective action and the contention that good scholarship requires time: to think, write, read, research, analyze, edit, organize, and resist the growing administrative and professional demands that disrupt these crucial processes of intellectual growth and personal freedom. This collectively written article explores alternatives to the fast-paced, metric-oriented neoliberal university through a slow-moving conversation on ways to slow down and claim time for slow scholarship and collective action informed by feminist politics. We examine temporal regimes of the neoliberal university and their embodied effects. We then consider strategies for slowing scholarship with the objective of contributing to the slow scholarship movement. This slowing down represents both a commitment to good scholarship, teaching, and service and a collective feminist ethics of care that challenges the accelerated time and elitism of the neoliberal university. Above all, we argue in favor of the slow scholarship movement and contribute some resistance strategies that foreground collaborative, collective, communal ways forward.", "publicationTitle": "ACME: An International E-Journal for Critical Geographies", "publisher": "", "place": "", "date": "2015/08/18", "volume": "14", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "1235-1259", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ojs.unbc.ca/index.php/acme/article/view/1058", "accessDate": "2016-03-21T17:58:03Z", "PMID": "", "PMCID": "", "ISSN": "1492-9732", "archive": "", "archiveLocation": "", "shortTitle": "For Slow Scholarship", "language": "en", "libraryCatalog": "ojs.unbc.ca", "callNumber": "", "rights": "Authors agree to publish their articles in ACME under the Creative Commons \"Attribution/Non-Commercial/No Derivative Works\" Canada licence. Accordingly, authors retain both copyright and the right to be identified as the author of the work in perpetuity and their article can be shared freely (that is, it can be copied, distributed, transmitted and published freely) under the following conditions: Attribution. The work must be attributed as originally published in ACME and for any reuse or distribution, the licence terms of this work must be made clear to others. Noncommercial. The work may not be used for commercial purposes. No Derivative Works. Except for fair dealing for scholarly or critical purposes, the work may not be altered, transformed, or built upon. With the exception of attribution of original publication in ACME, any of the above conditions can be waived with permission from the copyright holder. (Note: from volume 1(1) to volume 7(2), authors assigned limited copyright of their manuscripts to ACME for publication of their work in the journal in perpetuity. Authors will retain copyright of their manuscripts for all other forms of publication but must give due acknowledgement of original publication in ACME if their work is published elsewhere.) In consideration of the publication of an article in ACME, authors warrant and undertake: that their article is an original work, has not been published before, and is not being considered for publication elsewhere in its final form either in printed or electronic form; that they have obtained permission from the copyright holder to reproduce in their article (in all media including print and electronic form) material not owned by them, and that they have acknowledged the source; that their article contains no violation of any existing copyright or other third party right or any material of an obscene, indecent, libelous, or otherwise unlawful nature, and that to the best of their knowledge their article does not infringe the rights of others; that they will indemnify and keep indemnified the Editors and Publishers of ACME against all claims and expenses (including legal costs and expenses) arising from any breach of this warranty and the other warranties on their behalf; and, that in the case of a multi-authored article they have obtained copyright assignment from all co-authors to enter into this publishing agreement on their behalf and to bind them to it, and that all co-authors have read and agreed the above warranties.", "extra": "", "tags": [ { "tag": "feminism" } ], "collections": [ "AI2WRGF5" ], "relations": {}, "dateAdded": "2016-03-21T17:58:03Z", "dateModified": "2016-03-21T17:58:03Z" } }, { "key": "QG4F724C", "version": 148, "library": { "type": "group", "id": 377824, "name": "Feminist Leadership Article", "links": { "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/377824/items/QG4F724C", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article/items/QG4F724C", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/377824/items/C2GCJU9H", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4476, "username": "vinopal", "name": "Jennifer Vinopal", "links": { "alternate": { "href": "https://www.zotero.org/vinopal", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "QG4F724C", "version": 148, "parentItem": "C2GCJU9H", "itemType": "attachment", "linkMode": "imported_file", "title": "TroublingWomen-TOC-Intro-OCR.pdf", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "TroublingWomen-TOC-Intro-OCR.pdf", "md5": "8f3e59cba8a9b681ef64553af607ab6b", "mtime": 1458575846000, "tags": [], "relations": {}, "dateAdded": "2016-03-21T15:44:26Z", "dateModified": "2016-03-21T15:44:26Z" } }, { "key": "PF649ZXW", "version": 144, "library": { "type": "group", "id": 377824, "name": "Feminist Leadership Article", "links": { "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/377824/items/PF649ZXW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article/items/PF649ZXW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/377824/items/C2GCJU9H", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4476, "username": "vinopal", "name": "Jennifer Vinopal", "links": { "alternate": { "href": "https://www.zotero.org/vinopal", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "PF649ZXW", "version": 144, "parentItem": "C2GCJU9H", "itemType": "note", "note": "
From the Introduction:
\n\"Each of us recognized the importance of 'naming' ourselves, but no one descriptor could portray the multiplicities of self that we felt constituted who we were or could express all the contradictions we experienced on a daily basis of simultaneously being teachers, learners, mothers, daughters, partners, administrators, workers, leaders, and indeed feminists.\" p1
\nQuoting Judith Butler's \"Gender Trouble\": \"To be a woman in a masculinist culture is to be a source of mystery and unmeasurability for men.\" p3
\n\"In particular, strong women are difficult and dangerous because they trouble dominant masculinities and modes of management by being different. Feminists are particularly disruptive because they seek social change to achieve gender justice. As both insiders (as managers) and outsiders (as women) in make dominated cultures, women in leadership are often positioned as change agents, and as such bear the brunt of organizational and personal anxieties.\" p3
\n\"official texts, when they attend to gender equity at all, equate equity to getting more women into leadership positions. Such texts of reform also call upon the more optimistic accounts of postmodern educational workplaces as being about change, diversity, flexibility, teamwork, collaboration and consensus building. This not only deflects attention [a]way [sic] from wider issues of structured gender inequality, but also does not challenge dominant leadership discourses, practices and policies that tend to be more repressive than emancipatory for women. Instead, leadership is presented as the simplistic solution to complex educational problems rather than the means to a desired end.\" p5
\n\"For feminists, focusing upon women and leadership means it is difficult to cast aside the very category we seek to critique. It means making women *the problem* in educational leadership rather than problematizing the concept of leadership itself relative to wider dominant power/gender relations.\" pp 5-6
\n\"Failure to recognize the multiple dimensions of leadership within the various leadership paradigms that have proliferated in recent years means leadership is still viewed as something exceptional rather than everyday practice. This treatment of educational leadership as something different from what teachers do on a daily basis, I suggest, has deterred many women from assuming more formal leadership roles as they do not imagine their work as leadership.\" p6
\n\"I ask: What are the material and discursive conditions that privilege particular readings of feminism, leadership and educational change at certain moments? What are the strategies women leaders and gender reformers have used most effectively at such times?\" p7
\n\n
Not enough time to read the rest of the text. Select quotes here:
\n\"The gendered division of labour premised upon administration as a technology of the masculine and teching as a 'pedagogy of the feminine' was well founded early in Victorian educational history.\" [she's writing about educational system in Victoria, Australia] p38
\n\"New paradoxes thus emerge for women teachers and leaders. The popular discourse of women's styles of leadershp - perceived to be more democratic, nurturant, supportive and collegial - gains credibility in this context. Women, traditionally depicted as possessing good people management skills, are seen to be an untapped source of leadership to be exploited. Yet women principals are also located by new discourses about women's inability to be good financial managers or entrepreneurs as well as old discourses about women's irrationality and lack of 'natural' authority. Furthermore, 'equal opportunity in this context comes to be reframed in terms of what it can do for management improvement, not in terms of what it can do to develop the conditions of social justice and democratic citizenship' (Burton 1991: 341).\" p38 [quoting C Burton \"The Promise and the Price: Essays on Women and Organisations. Sydney: Allen and Unwin]
\n\"Throughout the twentieth century, leadership has been continuously reinvented as the solution to political and management problems, rather than the means to democratically negotiated educational ends, through the effective schools literature of the 1970s, the 'visionary leadership of strong corporate cultures' of the 1980s, and now \"best practice' in the 1990s.\" p49
\n\"Cultural feminism arose out of, and in antithesis, to liberal feminism (Ton 1989). Liberal feminism presumed that men and women were essentially the same and defined the problem as one of equal access to, and success in, neutral structures and processes. Cultural feminism's constructivist perspective saw organizations and knowledge, and therefore notions of merit and skill, as historically constructed to privilege men. In seeking to revalue women's experience, cultural feminism has particularly informed educational administration through the more theory of Carol Gilligan (1982), the ethics of care with the work of Nel Noddings (1992), and women's ways of seeing and knowing (Belenky et al. 1986). Whereas liberal feminism was premised upon a politics of access and success, largely from a gender stratification perspective, cultural feminism's constructivist perspective led to a focus upon how meanings frame decisions and actions as articulated through particular power relations in organizations. this facilitated a shift in feminist analysis in leadership away from individuals and structures to context and values...It also offered greater explanatory power for women's underrepresentation because it focused upon the exclusionary practices of hegemonic masculinist cultures and leadership; the seeming complicitness of subjugated groups in their own oppression; as well as providing an understanding of counter-hegemonic cultures and agency through notions of subjugated knowledges.\" pp52-53
\n\n
--- stopped reading p 54 had to return book, EZborrow
", "tags": [], "relations": {}, "dateAdded": "2015-07-29T13:39:26Z", "dateModified": "2016-03-21T15:36:38Z" } }, { "key": "WU28MX2Q", "version": 136, "library": { "type": "group", "id": 377824, "name": "Feminist Leadership Article", "links": { "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/377824/items/WU28MX2Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article/items/WU28MX2Q", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/377824/items/HJT3FURB", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4476, "username": "vinopal", "name": "Jennifer Vinopal", "links": { "alternate": { "href": "https://www.zotero.org/vinopal", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "WU28MX2Q", "version": 136, "parentItem": "HJT3FURB", "itemType": "note", "note": "\"by decentering white male concerns and activities as the central focal point of historical inquiry and by making gender a category fundamental to historical analysis, the way is paved for alternative viewpoints to enter the historical landscape.\" (6)
\n\"The positivistic dualism between the rational and the emotional becomes a false dichotomy.\" (9)
\n\"Some feminists make the case for validating the importance of emotions and values as a critical lens in research endeavors.\" (9)
\n\"What is left out of consideration is the extent to which values and attitudes of the researcher also enter into the \"context of discovery,\" that part of the research process that asks questions and formulates specific research hypotheses.\" (9)
\n\"Feminist epistemology and methodology directly affects feminist praxis.\" (14)
\n\"Focusing on our positionality within the research process helps to break down the idea that research is the 'view from nowhere.'\" (16)
\nReflexivity: \"a process whereby researchers recognize, examine, and understand how their social background, location, and assumptions affect their research practice.\" (16-17)
\n\"Feminist epistemologies and methodologies stress the importance of starting research from women's lives, and call for examining the lived experience as a mode of truth seeking.\" (22)
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", "tags": [], "relations": {}, "dateAdded": "2015-12-28T03:51:33Z", "dateModified": "2015-12-28T03:52:19Z" } }, { "key": "UNGKRN6N", "version": 151, "library": { "type": "group", "id": 377824, "name": "Feminist Leadership Article", "links": { "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/377824/items/UNGKRN6N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/feminist_leadership_article/items/UNGKRN6N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4476, "username": "vinopal", "name": "Jennifer Vinopal", "links": { "alternate": { "href": "https://www.zotero.org/vinopal", "type": "text/html" } } }, "creatorSummary": "Hesse-Biber", "parsedDate": "2012", "numChildren": 1 }, "data": { "key": "UNGKRN6N", "version": 151, "itemType": "book", "title": "Handbook of Feminist Research : Theory and Praxis", "creators": [ { "creatorType": "author", "firstName": "Sharlene Nagy", "lastName": "Hesse-Biber" } ], "abstractNote": "Contents: \nIntroduction. Feminist Research: Exploring, Interrogating, and Transforming the Interconnections of Epistemology, Methodology, and Method / Sharlene Nagy Hesse-Biber -- Feminist Perspectives on Knowledge Building. Feminist Empiricism / Catherine E. Hundleby -- Feminist Standpoints / Sandra Harding --Postmodern, Post-Structural, and Critical Theories / Susanne Gannon and Bronwyn Davies -- Truth and Truths in Feminist Knowledge Production / Mary Hawkesworth -- Critical Perspectives on Feminist Epistemology / Noretta Koertge -- Interconnections and Configurations: Toward a Global Feminist Ethnography / Kum-Kum Bhavnani and Molly Talcott -- Intersectionality: A Transformative Paradigm in Feminist Theory and Social Justice / Bonnie Thornton Dill and Marla H. Kohlman -- Feminist Research Praxis. The Synergistic Practice of Theory and Method / Sharlene Nagy Hesse-Biber and Deborah Piatelli -- Feminist Ethnography: Histories, Challenges, and Possibilities / Wanda S. Pillow and Cris Mayo --, $$C contents$$V Feminist Qualitative Interviewing: Experience, Talk, and Knowledge / Marjorie L. DeVault and Glenda Gross -- Using Survey Research as a Quantitative Method for Feminist Social Change / Kathi N. Miner, Toby Epstein Jayaratne, Amanda Pesonen, and Lauren Zurbrugg -- The Link Between Feminist Theory and Methods in Experimental Research / Sue V. Rosser -- Feminist Evaluation Research / Sharon Brisolara and Denise Seigart -- Feminist Approaches to Inquiry in the Natural Sciences: Practices for the Lab / Deboleena Roy -- Participatory Action Research and Feminisms: Social Inequalities and Transformative Praxis / M. Brinton Lykes and Rachel M. Hershberg -- Narratives and Numbers: Feminist Multiple Methods Research / Elizabeth R. Cole and Abigail J. Stewart -- Feminism, Grounded Theory, and Situational Analysis Revisited / Adele E. Clarke -- Feminist Perspectives on Social Movement Research / Sarah Maddison and Frances Shaw --, $$C contents$$V Feminist Research and Activism to Promote Health Equity / Lynn Weber and Jennifer Castellow -- Joining the Conversation: Social Work Contributions to Feminist Research / Stephanie Wahab, Ben Anderson-Nathe, and Christina Gringeri -- Writing Feminist Research / Kathy Charmaz -- Putting Feminist Research Principles Into Practice / Kristen Intemann -- Feminist Issues and Insights in Practice and Pedagogy. Challenges and Strategies in Feminist Knowledge Building, Pedagogy, and Praxis / Sharlene Nagy Hesse-Biber and Abigail Brooks -- Authority and Representation in Feminist Research / Judith Roof -- The Feminism Question in Science: What Does It Mean to \"Do Social Science as a Feminist\"? / Alison Wylie -- The Feminist Practice of Holistic Reflexivity / Sharlene Nagy Hesse-Biber and Deborah Piatelli -- Feminist Research Ethics / Judith Preissle and Yuri Han -- Transgender, Transsexualism and the Queering of Gender Identities: Debates for Feminist Research / Katherine Johnson --, $$C contents$$V Future Directions in Difference Research: Recognizing and Responding to Difference in the Research Process / Diane Reay -- Feminizing Global Research/Globalizing Feminist Research: Methods and Practice Under Globalization / Jennifer Bickham Mendez and Diane L. Wolf -- From Course to Dis-course: Mainstreaming Feminist, Pedagogical, Methodological, and Theoretical Perspectives / Debra Renee Kaufman and Rachel Lewis --Feminist Pedagogy Reconsidered / Daphne Patai -- Teaching, Techniques, and Technologies of Feminist Methodology: Online and on the Ground / Debjani Chakravarty, Judith A. Cook, and Mary Margaret Fonow., $$C summary$$V \"This Handbook presents both a theoretical and practical approach to conducting social science research on, for, and about women. It develops an understanding of feminist research by introducing a range of feminist epistemologies, methodologies, and emergent methods that have had a significant impact on feminist research practice and women's studies scholarship. Contributors to the Second Edition continue to highlight the close link between feminist research and social change and transformation. The new edition expands the base of scholarship into new areas, with 12 entirely new chapters on topics such as the natural sciences, social work, the health sciences, and environmental studies. It extends discussion of the intersections of race, class, gender, and globalization, as well as transgender, transsexualism and the queering of gender identities. 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GREAT ANALYSIS.
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This article does a good job of laying our feminist conceptions of power as being primarily inclusive and collaborative and how that relates to leadership in education. But the author takes a very binary approach to conceptions of power and doesn't really make room for balancing between collaborative and authoritarian approaches as circumstances necessitate.
\nAlso, the author does this weird thing where they claim their work is based on empirical study but there's no real methodology. They just talked to a bunch of people without quantitatively notating the questions and their responses. It's mostly anec-data without being acknowledged as such.
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