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“Seven Cloaks on Campus”: The Autoethnographic Account of a Female Professor in UK Higher Education

“Seven Cloaks on Campus”: The Autoethnographic Account of a Female Professor in UK Higher Education

Catherine Hayes
Copyright: © 2022 |Pages: 25
ISBN13: 9781668444511|ISBN10: 1668444518|ISBN13 Softcover: 9781668444559|EISBN13: 9781668444528
DOI: 10.4018/978-1-6684-4451-1.ch010
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MLA

Hayes, Catherine. "“Seven Cloaks on Campus”: The Autoethnographic Account of a Female Professor in UK Higher Education." Women in Higher Education and the Journey to Mid-Career: Challenges and Opportunities, edited by Heidi L. Schnackenberg, IGI Global, 2022, pp. 201-225. https://doi.org/10.4018/978-1-6684-4451-1.ch010

APA

Hayes, C. (2022). “Seven Cloaks on Campus”: The Autoethnographic Account of a Female Professor in UK Higher Education. In H. Schnackenberg (Ed.), Women in Higher Education and the Journey to Mid-Career: Challenges and Opportunities (pp. 201-225). IGI Global. https://doi.org/10.4018/978-1-6684-4451-1.ch010

Chicago

Hayes, Catherine. "“Seven Cloaks on Campus”: The Autoethnographic Account of a Female Professor in UK Higher Education." In Women in Higher Education and the Journey to Mid-Career: Challenges and Opportunities, edited by Heidi L. Schnackenberg, 201-225. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4451-1.ch010

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Abstract

Using the metaphorical wearing of academic cloaks, this chapter centers on an autoethnographic account of a UK female professor. The narrative account illuminates the ways in which feminism and situated culture and context have coalesced, have defined, and continue to define, the scope and parameters of her experiences as a 51-year-old mid-career professional. The spanning of three decades of professional practice from the basis of how organisational context and culture have and continue to both create and impact upon the challenges faced by female members of staff in the institutions within which she has worked. This is discussed alongside the opportunities afforded by being able to transcend signature pedagogies and disciplines as well as the intersectional variables that temporally frame their everyday personal and professional lives.

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