By Elizabeth J. Allan, Susan Iverson, Rebecca Ropers-Huilman
Reconstructing coverage in greater Education highlights the paintings of entire and award-winning students and offers concrete examples of the way feminist poststructuralism successfully informs learn equipment and will function an essential instrument for coverage makers, analysts, and practitioners. The examine examines a variety of subject matters of curiosity to students and pros together with: reasons of upper schooling, administrative management, athletics, range, scholar activism, social classification, the historical past of ladies in postsecondary associations, and caliber and technological know-how within the globalized collage.
Students enrolled in greater schooling and academic coverage courses will locate this publication deals them instruments for considering another way approximately coverage research and academic perform. greater schooling school, managers, deans, presidents, and coverage makers will locate this ebook contributes considerably to their very own coverage research, perform, and discourse.
Elizabeth J. Allan is an affiliate Professor of upper schooling on the college of Maine the place she is additionally an affiliated school member with the Women’s reviews application.
Susan V. Iverson is an Assistant Professor of upper schooling management & scholar team of workers at Kent country college the place she can be an affiliated school member with the Women’s stories software.
Rebecca Ropers-Huilman is a Professor of upper schooling on the college of Minnesota.
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Additional info for Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives
Typically, these critiques suggest that traditional policy approaches are embedded in a modernist frame that implicitly advances particular perspectives about efficiency, productivity, and individuality. ” He contends: The particular definition assumed by the analyst shapes (determines, constrains) the kinds of policy questions that are asked, the kinds of policy-relevant data which are collected, the sources of data that are tapped, the methodology which is used, and, finally, the products which emerge.
Indeed, as St. Pierre (2000b) notes, “postmodernism [and poststructuralism] does not and cannot provide essentializing answers to questions about its meaning” (p. 26). Therefore, as I propose to introduce the concepts, I work to cautiously navigate the tensions produced when modernist desires for intelligibility collide with the necessary complexity, multiplicity, and fluidity of postmodern or poststructural approaches. Poststructuralist1 theory and some feminist theories have been criticized for being too theoretical and esoteric to be of much practical use (Baxter, 2003; St.
P. 9) If we accept the poststructural premise that discourse is dynamic and bound to its historical moment, then subjectivity constituted through discourse is also not fixed or stable. Rather, according to poststructuralism, each of us is continually engaged in a process of locating ourselves within discursive fields and drawing upon discourses to represent ourselves. From this perspective, subjectivity is not fixed, unified, or essential (determined in advance of discourse) as a modernist view of personhood would suggest.