Feminist Academics Strategically Playing Offense/Defense in Pursue of Academic and Societal Change

References

• Acker, S., & Armenti, C. (2004). Sleepless in academia. Gender and Education, 16(1), 3–24.
   Web of Science ®Google Scholar
• Acker, S., & Wagner, A. (2019). Feminist scholars working around the neoliberal university. Gender and Education, 31(1), 62–81.
   Web of Science ®Google Scholar
• Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Durham, N.C: Duke University Press.
   Google Scholar
• Ahmed, S. (2017). Living a Feminist life. Durham and London: Duke University Press.
   Google Scholar
• Aiston, S. J., & Kent Fo, C. (2020). The silence/ing of academic women. Gender and Education. doi:10.1080/09540253.2020.1716955
   Web of Science ®Google Scholar
• Ardoin, S., Broadhurst, C., Locke, L., & Johnson, J. (2019). Peacemakers and Rabble Rousers: Women leaders as activists in higher education. Journal of Women and Gender in Higher Education, 12(1), 35–53.
   Google Scholar
• Bayfield, H. L., Colebrooke, L., Pitt, H., Pugh, R., & Stutter, N. (2020). Awesome women and bad feminists: The role of online social networks and peer support for feminist practice in academia. Cultural Geographies, 27(3), 415–435.
   Web of Science ®Google Scholar
• Bird, E. (2004). The sexual politics of introducing women’s studies: Memories and reflections from North America and the United Kingdom 1965–1995. Gender and Education, 16(1), 51–64.
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
   Web of Science ®Google Scholar
• Breeze, M., & Taylor, Y. (2020a). Feminist collaborations in higher education: Stretched across career stages. Gender and Education, 32(3), 412–428.
   Web of Science ®Google Scholar
• Breeze, M., & Taylor, Y. (2020b). Feminist repetitions in higher education interrupting career categories. Swiss: Palgrave Macmillan.
   Google Scholar
• Cahill, H., & Dadvand, B. (2020). Triadic labour in teaching for the prevention of gender-based violence. Gender and Education. doi:10.1080/09540253.2020.1722070
   Web of Science ®Google Scholar
• Choudry, A. (2020). Reflections on academia, activism, and the politics of knowledge and learning. The International Journal of Human Rights, 24(1), 28–45.
   Web of Science ®Google Scholar
• David, M. E. (2014). Feminism, gender and universities: Politics, passion and pedagogies. England: Ashgate.
   Google Scholar
• Davis, F. (1991). Moving the mountain: The women´s movement in America since 1960. New York, NY: Simon & Schuster.
   Google Scholar
• Devine, D., Grummel, B., & Lynch, K. (2011). Crafting the elastic self? Gender and identities in senior appointments in Irish education. Gender, Work, and Organization, 18(6), 631–649.
   Web of Science ®Google Scholar
• Einarsdóttir, Þ. (2004). ´Hið vísindalega er pólitískt´: Femínismi sem fræðikenning andófs og breytinga. In Þ. Bjarnason & H. Gunnlaugsson (Eds.), Íslensk félagsfræði: Landnám alþjóðlegrar fræðigreinar (pp. 200–225). Reykjavík: Háskólaútgáfan.
   Google Scholar
• Eschle, C., & Maiguashca, B. (2006). Bridging the academic/activist divide: Feminist activism and the teaching of global politics. Millennium, 35(1), 119–137.
   Web of Science ®Google Scholar
• Evans, M. (2011). Doing gender: Gender and women’s studies in the twenty first century. Women’s Studies International Forum, 34(6), 603–610.
   Web of Science ®Google Scholar
• Eveline, J. (2004). Ivory basement leadership: Power and invisibility in the changing university. Crawley: University of Western Australia Press.
   Google Scholar
• Fahlgren, S., Giritli-Nygren, K., & Sjöstedt Landén, A. (2016). Resisting ‘overing’: Teaching and researching gender studies in Sweden. Women’s Studies International Forum, 54, 119–128.
   Web of Science ®Google Scholar
• Göktürk, Ş., & Tülübaş, T. (2020). Survival of the fittest: Women’s academic experiences of navigating neoliberal expectations in Turkish universities. Gender and Education. doi:10.1080/09540253.2020.1735311
   Web of Science ®Google Scholar
• Griffin, G. (ed.). (2004). Employment, equal opportunities and women’s studies: Women’s experiences in seven European countries. Germany: Ulrike Helmer Verlag.
   Google Scholar
• Griffin, G. (ed.). (2005). Doing women´s studies: Employment opportunities, personal impacts and social consequences. London: Zed Books.
   Google Scholar
• Gutiérrez-Rodríguez, E. (2016). Sensing dispossession: Women and gender studies between institutional racism and migration control policies in the neoliberal university. Women’s Studies International Forum, 54, 167–177.
   Web of Science ®Google Scholar
• Hammersley, M. (1992). On feminist methodology. Sociology, 26(2), 187–206.
   Google Scholar
• Haraldsson, R. (2012). Andleg velferð mannkyns: Málfrelsisrök Johns Stuarts Mill og formyrkvun hugans. Hugur: Tímarit um heimspeki, 24, 36–73.
   Google Scholar
• Hark, S. (2016). Contending directions. Gender studies in the entrepreneurial university. Women’s Studies International Forum, 54, 84–90.
   Web of Science ®Google Scholar
• Heijstra, T. M., & Pétursdóttir, G. M. (2022). Sisterly advice for feminists in academia when playing the game and working the cracks. Gender and Education, 34(3), 247–261.
   Web of Science ®Google Scholar
• Henderson, E. F. (2019). On being the ‘gender person’ in an academic department: Constructions, configurations and implications. Journal of Gender Studies, 28(6), 730–742.
   Web of Science ®Google Scholar
• Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
   Google Scholar
• Horwath, I., & Diabl, C. (2019). Liberating or indoctrinating? Surveying students´perceptions of women´s and gender studies requirement. Gender and Education. doi:10.1080/09540253.2019.1608355
   Web of Science ®Google Scholar
• Kersh, R. (2018). Women in higher education: Exploring stressful workplace factors and coping strategies. NASPA Journal about Women in Higher Education, 11(1), 56–73.
   Google Scholar
• Korolczuk, E., & Graff, A. (2018). Gender as “Ebola from Brussels”: The Anticolonial Frame and the Rise of Illiberal Populism. Signs: Journal of Women in Culture and Society, 43(4), 797–821.
   Web of Science ®Google Scholar
• Kristjánsdóttir, K. Á. (2015). Ástríða og akademía: Kynjafræðileg þekking, miðlun og framkvæmd (Unpublished master thesis). Óbirt MA-ritgerð í kynjafræði, stjórnmálafræðideild Háskóla Íslands.
   Google Scholar
• Lipton, B. (2020). Academic women in neoliberal times. Switzerland: Palgrave Macmillan.
   Google Scholar
• Lipton, B., & Mackinlay, E. (2017). We only talk feminist here: Feminist academics, voice and agency in the neoliberal university. Switzerland: Palgrave Macmillan.
   Google Scholar
• Lynch, K. (2006). Neo-liberalism and marketisation: The implications for higher education. European Educational Research Journal, 5(1), 1–17.
   Google Scholar
• Manne, K. (2020). Entitled: How male privilege hurts women. New York: Crown.
   Google Scholar
• Martinsson, L. (2020). When gender studies becomes a threatening religion. European Journal of Women’s Studies, 27(3), 293–300.
   Web of Science ®Google Scholar
• Matthíasdóttir, S. (2011). Kvennafræði og kvenbarátta. In G. Karlsson (Ed.) Aldursaga Háskóla Íslands 1911–2011 (pp. 426–444). Reykjvaik: Háskólaútgafan.
   Google Scholar
• Midkiff, B. (2015). Exploring women faculty’s experiences and perceptions in higher education: The effects of feminism? Gender and Education, 27(4), 376–392.
   Web of Science ®Google Scholar
• Millar, K. (2020). Rewards and resistance: The importance of teaching women´s and gender studies at a southern, comprehensive, liberal arts university. Gender and Education. doi:10.1080/09540253.2020.1722069
   Web of Science ®Google Scholar
• Morley, L. (2013). The rules of the game: Women and the leaderist turn in higher education. Gender and Education, 25(1), 116–131.
   Web of Science ®Google Scholar
• Morrissey, J. (2015). Regimes of performance: Practices of the normalised self in the neoliberal university. British Journal of Sociology of Education, 36(4), 614–634.
   Web of Science ®Google Scholar
• O'Connor, P., & O'Hagan, C. (2015). Excellence in university staff evaluation: A problematic reality? Studies in Higher Education, 4(11), 1–15.
   Google Scholar
• Park, S. (2020). Seeking changes in ivory towers: The impact of gender quotas on female academics in higher education. Women´s Studies International Forum, 79(March–April), 1–9.
   Google Scholar
• Parsons, E., & Priola, V. (2013). Agents for change and changed agents: The micro-politics of change and feminism in the academy. Gender, Work, and Organization, 20(5), 580–598.
   Web of Science ®Google Scholar
• Pereira, M. (2017). Power, knowledge and feminist scholarship: An ethnography of academia. London: Routledge.
   Google Scholar
• Pétursdóttir, G. M. (2017). Fire-raising feminists: Embodied experience and activism in academia. European Journal of Women’s Studies, 24(1), 85–99.
   Web of Science ®Google Scholar
• Pétursdóttir, G. M., & Einarsdóttir, Þ. (2019). Meðbyr og ágjöf: Þróun kynjafræðináms í íslensku samhengi. Íslenska þjóðfélagið, 10(3), 5–29.
   Google Scholar
• Pifer, M. J. (2018). His, hers, and ours: Gendered roles and resources in academic departments. NASPA Journal about Women in Higher Education, 11(2), 109–129.
   Google Scholar
• Ross, L. (2019, August 17). I’m a black feminist. I think call-out culture is toxic. New York Times. Retrieved March 18, 2021, from https://www.nytimes.com/2019/08/17/opinion/sunday/cancel-culture-call-out.html?searchResultPosition=2
   Google Scholar
• Schippers, M. (2007). Recovering the feminine other: Masculinity, femininity, and gender hegemony. Theory, Culture & Society, 36, 85–102.
   Google Scholar
• Skeggs, B. (2008). The dirty history of feminism and sociology: Or the war of conceptual attrition. The Sociological Review, 56(4), 670–690.
   Web of Science ®Google Scholar
• Smidt, T. B., Pétursdóttir, G. M., & Einarsdóttir, Þ. (2021). When discourse is hijacked: An implicit and performative resistance strategy to gender equality in higher education. Journal of Women and Gender in Higher Education, 14(2), 143–165.
   Google Scholar
• Steinþórsdóttir, F. S., Einarsdóttir, Þ., Heijstra, T. M., & Pétursdóttir, G. M. (2016). Money talks: Gender budgeting in the University of Iceland. Icelandic Review of Politics and Administration, 12(1), 171–194.
   Google Scholar
• Steinþórsdóttir, F. S., Heijstra, T. M., & Einarsdóttir, Þ. J. (2017). The making of the ‘excellent’ university: A drawback for gender equality. Ephemera, 17(3), 557–582.
   Google Scholar
• Steinþórsdóttir, F. S., Smidt, T., Pétursdóttir, G. M., Einarsdóttir, Þ., & Le Feuvre, N. (2019). New managerialism in the academy: Gender bias and precarity. Gender, Work, and Organization, 26(2), 124–139.
   Web of Science ®Google Scholar
• Taylor, J. (2011). The intimate insider: Negotiating the ethics of friendship when doing insider research. Qualitative Research, 11(1), 3–22.
   Web of Science ®Google Scholar
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.
   Web of Science ®Google Scholar
• Webber, M. (2005, May). “Don’t be so feminist”: Exploring student resistance to feminist approaches in a Canadian university. In Women's studies international forum (Vol. 28, No. 2–3, pp. 181–194). Pergamon.
   Google Scholar
• Wise, S. (1997). What are feminist academics for? In L. Stanley (Ed.), Knowing feminisms: On academic borders, territories and tribes (pp. 120–131). London: Sage.
   Google Scholar