65 research outputs found
Gender, precarity and marginality in higher education spaces in India
No full textThe contractualisation of faculty has been a trend in the last couple of decades across the globe, and India has not been immune to this trend either. Though studies have captured the demographic division and thereby been able to assess the inclusivity or the lack of it in terms of the permanent staff, no studies are available on the contractual faculties in the Indian context. In this chapter, we examine the marginalisation of contingent faculty in higher education across the country; we dwell especially on the identity markers such as gender, social class, caste, ethnicity, sexual identity and age that intersect with positionality of a contingent faculty. We frame our argument on the concept of queer time that functions within heteronormative ideas of temporality, thus making contingent positions inherently precarious, as they become more pronounced when they intersect with existing vulnerabilities of gender, caste and sexual identities. By conducting open-ended interviews, we provide opportunity and voice to contingent faculty, inviting them to share their experiences as well as allowing us to reimagine more egalitarian and enabling higher education spaces
Co-creating cross-cultural approaches to gender mainstreaming in higher education: Experiences and challenges in developing an interdisciplinary, international feminist Knowledge exchange research approach
No full textThis chapter offers a reflexive exploration of the process and experience of undertaking collaborative feminist research into gender equality in higher education, as an interdisciplinary, international research team. We see this endeavour as an essential complement to the formal focus of our investigation by ensuring the integrity of our research in line with our shared feminist politics. Methodologically, our insights around collective reflection, acknowledgement of positionality, and identified outcomes of this offer a tool for colleagues wishing to similarly cast light on their own research journeys, particularly those carried out in collaboration as part of interdisciplinary, international, and/or online teams. We discuss insights that link to issues of communication, connectedness and humanisation, embodiment, and ethics. In doing so we draw on relevant theoretical perspectives from post-structural feminism to Butler and Foucault. We conclude by reflecting on what we have gained through our approach alongside the recognition that this inevitably remains an ongoing and never completed process of reflexivity in all feminist research
Introduction: Reimagining higher education leadership through envisioning spaces for agency
No full textOver the last four decades, gender equality and diversity have become a central part of mainstream higher education discourse and agendas. However, many individuals and communities have been excluded from this discussion. In this edited volume, we position the relevance of gender equality not only to higher education for effective leadership but also to wider equality goals. Central to this is drawing from voices across diverse international and disciplinary perspectives as experts
An exploration of pharmacological and psychological interventions in patients with treatment-resistant affective disorders
No full textPreface:The Mood and Anxiety Disorder Service in Southampton is a regional specialistservice for patients with complex and usually treatment-resistant affective disorders, which accepts referrals mainly from secondary care mental health services. Professor David Baldwin is the lead consultant for this service. He has clinical and research expertise in the identification, assessment and treatment of depressive illness and anxiety disorders, and is the lead author of evidence-based treatment guidelines for anxiety disorders.I have worked with Professor David Baldwin since 2008. Through his encouragement and support, I have undertaken a series of pharmacological and psychological interventions in patients with treatment-resistant affective disorders. My dual aims were to examine treatment recommendations within the Service, and to investigate the potential feasibility, effectiveness, and acceptability of non-pharmacological treatment options for groups of patients with severe treatment-resistant depression or generalised anxiety disorder (GAD): partly in the hope that this might inform the development of additional treatment interventions within the local services.Inspection of the medical records of patients referred to the tertiary services inSouthampton allowed an examination of currently offered pharmacological and psychological treatments. I realized that for most patients, and often over long periods of treatment in secondary care mental health services, there had been a lack of non-pharmacological treatments options apart from cognitive behaviour therapy (CBT). This thesis includes a description of patients referred to the Service, including their demographic and clinical characteristics, and current and recommended treatments: and an account of the effectiveness and acceptability of two non-pharmacological group interventions, namely mindfulness-based CBT in patients with highly recurrent unipolar depressive disorder, and Yogic breathing in patients with treatment resistant GA
Mediating materials: Contextualizing language learning in an ESL classroom
No full textThis chapter examines instances of material mediation that arose in the interaction of five bilingual students of an English as a second language (ESL) writing classroom. An analysis of the interaction between the learners and their teacher and among the learners reveals the importance of how materials mediate and are mediated by others within the learners’ zone of proximal development (ZPD). ZPD is at the heart of Vygotsky’s (Mind in society. Harvard University Press, 1978) sociocultural theory (SCT), which underscores the importance of providing assistance to learners to help develop abilities that are in the process of developing and are presently beyond their independent performance. It provides a framework to understand how humans internalize forms of mediation through socially, culturally, and historically situated contexts. Examples of collaborative dialogue shed light on theory in practice, offering a basis to guide further research in the area of material use and mediation
Trypanosoma-Cruzi Cross-Reactive Antibodies Longitudinal Follow-Up: A Prospective Observational Study in Hematopoietic Stem Cell Transplantation
No full textAntibodies named TcCRA "Trypanosoma cruzi Cross Reactive Antibodies" were detected in 47% of blood donors from French population unexposed to the parasite. In order to evaluate the passive or active transmissibility of TcCRA and further characterize its role and etiology, we have conducted a study in a cohort of 47 patients who underwent allogeneic Hematopoietic Stem Cell Transplantations (allo-HSCT). Donors and recipients were tested for TcCRA prior to transplantation. Recipients were further tested during follow-up after transplantation. Demographical, clinical and biological data were collected. Our primary end-point was to assess the risk of TcCRA acquisition after transplantation. During this initial analysis, we observed no seroconversion in patients receiving cells from TcCRA negative donors (n = 23) but detected seroconversion in 4 out of 24 patients who received hematopoietic stem cells from positive donors. Here, we are discussing possible scenarios to explain TcCRA-immune status in recipient after transplantation.sponsorship: This study was funded by INFYNITY-Biomarkers. Esber S. Saba, Lucie Gueyffier, Marie-Laure Danjoy and Maan A. Zrein are employed by INFYNITY-Biomarkers. Infynity-Biomarkers provided support in the form of salaries for authors [Esber S. Saba, Lucie Gueyffier, Marie-Laure Danjoy, Maan A. Zrein], but did not have any additional role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. The specific roles of these authors are articulated in the 'author contributions' section. (INFYNITY-Biomarkers)status: Publishe
Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream
No full textThis edited book provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality. Within each of the four sections – Student recruitment and retention, Student experience, Faculty and staff experiences and culture, and Higher education cultures of teaching and research – topics unpack and speak to gender and diversity, equity, inclusion and access, social justice, and leadership and sustainability in higher education institutions (HEIs). Incorporating innovative processes and methods, the researchers address how the experiences of groups who have been subordinated and marginalized can be heard, proposing a re-imagination of empowerment and leadership within higher education and best practices for the benefit of ongoing higher education development. This book is ideal reading for higher education leaders, students on higher education courses, leadership courses, gender in education, as well as researchers, practitioners, for topics of gender and diversity, equity, inclusion and access, social justice, leadership and sustainability in HEIs
Leading change in gender and diversity in higher education from margins to mainstream
No full textThis edited book provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality.
Within each of the four sections – Student recruitment and retention, Student experience, Faculty and staff experiences and culture, and Higher education cultures of teaching and research – topics unpack and speak to gender and diversity, equity, inclusion and access, social justice, and leadership and sustainability in higher education institutions (HEIs). Incorporating innovative processes and methods, the researchers address how the experiences of groups who have been subordinated and marginalized can be heard, proposing a re-imagination of empowerment and leadership within higher education and best practices for the benefit of ongoing higher education development.
This book is ideal reading for higher education leaders, students on higher education courses, leadership courses, gender in education, as well as researchers, practitioners, for topics of gender and diversity, equity, inclusion and access, social justice, leadership and sustainability in HEIs
Gendered precarity, intersectionality and barriers to higher education for women seeking asylum in Australia
No full textUncovering multiple layers through ‘The Quilt.’
No full textI offered a course on gender and sexuality in India, to first-year undergraduate students of a social sciences programme. They are students of a residential university, but due to the pandemic, they were continuing their second-semester classes through online platforms, and the course was revised to address the requirements of online teaching. There is an emphasis on small groups as it allows for better engagement, opportunities for students to articulate their thoughts, and actively collaborate with peers and receive timely feedback from their teachers
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