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dc.contributor.authorTsouroufli, Maria
dc.date.accessioned2016-10-11T08:49:38Z
dc.date.available2016-10-11T08:49:38Z
dc.date.issued2016-12-07
dc.identifier.citationTsouroufli, M. (2016) 'Gendered pedagogic identities and academic professionalism in Greek medical schools' Gender and Education, 30 (1) p45-58
dc.identifier.issn0954-0253,
dc.identifier.doi10.1080/09540253.2016.1262008
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.
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/action/showAxaArticles?journalCode=cgee20
dc.subjectGendered
dc.subjectpedagogic identities
dc.subjectacademic professionalism
dc.subjectGreek
dc.titleGendered pedagogic identities and academic professionalism in Greek medical schools
dc.typeJournal article
dc.identifier.journalGender and Education
dc.date.accepted2016-10-06
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW111016MT
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2018-06-01
refterms.dateFCD2018-10-19T09:10:47Z
refterms.versionFCDAM
refterms.dateFOA2018-06-01T00:00:00Z
html.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.


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