CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or “hostile” work environments and experiences? How do these vary by women’s race/ethnicity, rank, sexual orientation, or other social locations?How do academic cultures and organizational structures work independently and in tandem to foster or challenge such work climates?What actions can institutions and individuals–independently and collectively–take toward equity in the academy?Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the “chilly climate” to the “old boys’ club,” women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success.This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors’ research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are “better” or “good enough” and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures.

Provides a critical space in which to interrogate the ways in which postcolonial voices are imagined and struggle to be valued, heard, and responded to. Takes the imagination of the postcolonial as its focus, acknowledging that it is a troubling, unsettling, and ambiguous concept requiring re-visiting and re-interpretation.

"The language of vocation and calling can encourage faculty and students to venture out of their academic silos and to reflect on larger questions of meaning and purpose. With contributors from across the disciplines, the book demonstrates that vocation can reframe current debates about the role of higher education today"--

Staging Nation examines the complex relationship between the theatrical stage and the wider stage of nation building in postcolonial Malaysia and Singapore. In less than fifty years, locally written and produced English language theatre has managed to shrug off its colonial shackles to become an important site of community expression. This groundbreaking comparative study discusses the role of creative writing and the act of performance as actual political acts and as interventions in national self-constructions. It argues that certain forms of theatre can be read as emerging oppositional cultures that contribute towards the deepening of democracy by offering contending narratives of the nation. Jacqueline Lo is Senior Lecturer at the School of Humanities, Australian National University. She has published widely on postcolonial theory, performance studies and Asian-Australian cultural politics. She is the editor of Theatre in Southeast Asia, and co-editor of Diaspora: Negotiating Asian-Australia.

In this book Jeffrey Alexander develops the view that cultural sociology and “cultural pragmatics” are vital for understanding the structural turbulence and political possibilities of contemporary social life. Central to Alexander’s approach is a new model of social performance that combines elements from both the theatrical avant-garde and modern social theory. He uses this model to shed new light on a wide range of social actors, movements, and events, demonstrating through striking empirical examples the drama of social life. Producing successful dramas determines the outcome of social movements and provides the keys to political power. Modernity has neither eliminated aura nor suppressed authenticity; on the contrary, they are available to social actors who can perform them in compelling ways. This volume further consolidates Alexander’s reputation as one of the most original social thinkers of our time. It will be of great interest to students and scholars in sociology and cultural studies as well as throughout the social sciences and humanities.

We were not prepared for #metoo when it blew up Twitter in October 2017. In many ways, we still aren't. What do we do when we learn a friend has been harmed? And what does it mean to be a good friend when someone we love caused the harm? We live in a society that confines survivors to silence. Our only avenues to address harm do little to prevent its recurrence. Trapped within a binary of silence or punishment, it's no wonder so many of us remain paralyzed even as the disclosures continue. Punishment requires both certainty and authority, which most bystanders lack. But once the silence has been broken, we can't return to it. Few of us are strangers to the nagging feeling that arises within that paralysis. We intuit--correctly--that we have some kind of responsibility when harm happens in our communities, but what is it? And if we have responsibility, do we have rights? Combining behavioral neuroscience and insights from those on the frontlines of harm intervention, Disrupting the Bystander helps us break out of paralysis so that we can best support those we love--whether they were hurt or hurt someone else.

This book harnesses the expertise of women academics who have constructed innovative approaches to challenging existing sexual disadvantage in the academy. Countering the prevailing postfeminist discourse, the contributors to this volume argue that sexism needs to be named in order to be challenged and resisted. Exploring a complex, intersectional and diverse arrangement of resistance strategies, the contributors outline useful tools to resist, subvert and identify sexist policy and practice that can be deployed by organisations and collectives as well as individuals. The volume analyses pedagogical, curriculum and research approaches as well as case studies which expose, satirise and subvert sexism in the academy: instead, embodied and slow scholarship as political tools of resistance are introduced. A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality.