Gendered pedagogic identities and academic professionalism in Greek Medical Schools

2.50
Hdl Handle:
http://hdl.handle.net/2436/620191
Title:
Gendered pedagogic identities and academic professionalism in Greek Medical Schools
Authors:
Tsouroufli, Maria
Abstract:
Feminist scholarship has considered how pedagogical identities and emotions are implicated in the gender politics of belonging and othering in higher education. This paper examines how gendered and embodied pedagogy is mobilized in Greek Medical Schools to construct notions of the ideal academic and assert women’s position women in Academic Medicine. I employ thematic analysis to illustrate that formations of pedagogy and academic professionalism are bound up with emotions and embodied practices of relating, connecting, creating learning communities, and promoting virtuous academic citizenship. Women’s gendered accounts of pedagogy and their boundary practices of identification demonstrate agency, intentionality, and operate as highly political actions of legitimacy and resistance within the patriarchal realm of Greek higher education. I argue that gendered discourses of pedagogy in Greek medical schools become resources for resisting neo-liberal notions of academic work, individualism, and women’s exclusion in the highly prestigious discipline of academic medicine in Greece.
Publisher:
Taylor & Francis
Journal:
Gender and Education
Issue Date:
Dec-2016
URI:
http://hdl.handle.net/2436/620191
Additional Links:
http://www.tandfonline.com/action/showAxaArticles?journalCode=cgee20
Type:
Article
Language:
en
ISSN:
0954-0253,
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorTsouroufli, Mariaen
dc.date.accessioned2016-10-11T08:49:38Z-
dc.date.available2016-10-11T08:49:38Z-
dc.date.issued2016-12-
dc.identifier.issn0954-0253,en
dc.identifier.urihttp://hdl.handle.net/2436/620191-
dc.description.abstractFeminist scholarship has considered how pedagogical identities and emotions are implicated in the gender politics of belonging and othering in higher education. This paper examines how gendered and embodied pedagogy is mobilized in Greek Medical Schools to construct notions of the ideal academic and assert women’s position women in Academic Medicine. I employ thematic analysis to illustrate that formations of pedagogy and academic professionalism are bound up with emotions and embodied practices of relating, connecting, creating learning communities, and promoting virtuous academic citizenship. Women’s gendered accounts of pedagogy and their boundary practices of identification demonstrate agency, intentionality, and operate as highly political actions of legitimacy and resistance within the patriarchal realm of Greek higher education. I argue that gendered discourses of pedagogy in Greek medical schools become resources for resisting neo-liberal notions of academic work, individualism, and women’s exclusion in the highly prestigious discipline of academic medicine in Greece.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/action/showAxaArticles?journalCode=cgee20en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectGendereden
dc.subjectpedagogic identitiesen
dc.subjectacademic professionalismen
dc.subjectGreeken
dc.titleGendered pedagogic identities and academic professionalism in Greek Medical Schoolsen
dc.typeArticleen
dc.identifier.journalGender and Educationen
dc.date.accepted2016-10-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW111016MTen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-06-01en
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