Date Claimer TEFI9 posted 24 Sep 2015, 12:57 by Dianne Dredge [ updated 5 Oct 2015, 13:37 ]
TEFI9 Date Claimer: The Disruptive Power of Caring
Thompson Rivers University, Kamloops, BC, Canada. 26-29 June 2016
Caring is rarely given serious attention. It tends to be associated with emotionality rather than rationality, weakness rather than strength. Talking about it publicly, in professional contexts, is likely to land you with the charge of naïveté for optimism. But it is precisely care—for our students, our communities, our planet—that unites our efforts at knowledge production and transmission with a larger sense of purpose. Knowing what we care about and working in service of it moves us away from a sense of inevitability for the status quo and toward alternate futures where tourism education can help to advance the good life for humanity, in the context of the ecosystem that sustains us.
The sustained onslaught of neoliberal management in higher education would easily have us forget about the diverse types of capital that permeate tourism education and scholarship, beyond today’s typically narrow focus on money and the reputational forms of capital that currently dominate our work. By turning our attention toward a richer variety of capitals—social, intellectual, creative—within a framework of care and commitment toward those things which we value, we invite participants to disrupt current logics and practices, and to activate change in tourism education.
Stay tuned for a call for papers, to be released shortly. We’ll be waiting for you in British Columbia!
Call for papers coming soon. For more information here.
Date Claimer TEFI9 posted 24 Sep 2015, 12:40 by Dianne Dredge [ updated 27 Sep 2015, 23:54 ]
Call for Papers for an Anatolia special issue on
GENDER AND THE TOURISM ACADEMY
Issue editors: Ana María Munar, Catheryn Khoo-Lattimore, Avital Biran and Donna Chambers
What is the role that gender plays in the lives of tourism scholars and in our institutions? Does gender matter for career progression, education and knowledge production, representation and leadership in our tourism academy?
Abstract submission: 15 December, 2015
Interested authors should email their abstract (200-300 words) to Ana María Munar (firstname.lastname@example.org)
For more information click here.
This special issue aims to address this complex and polemic topic. The last decade has seen an increase in research studies that address the question of gender and representation in science and higher education (Bornmann, Mutz, & Daniel, 2007; European Commission, 2013; Morley, 2013; UNESCO, 2012; van den Brink & Benschop, 2012; Strid & Husu, 2013; Watson & Hjorth, 2015). These analyses show that despite the rapid changes affecting academic and scientific organizations, gender equality patterns in most of these organizations remain largely unchanged. A look throughout the studies and statistical reports available indicate that there is an under-representation of women as knowledge leaders in the global academy and that this significant under-representation persists over time and across leadership categories regardless of cultural setting (Husu, 2013). Also, several of these studies that provide a longitudinal analysis and examine data by age groups reject the hypothesis of a spontaneous movement towards equality (European Commission, 2013). Academic workplace cultures and networks continue to show strong gendered patterns. But, how does this look in the tourism academy?
The topic of gender and women in tourism has received increased attention both by scholars and by tourism organizations. Different international academic initiatives provide collaborative platforms to understand and advance gender equality including Equality in tourism , GenTour, Tourism Education Futures Initiative and Women Academics in Tourism . There have also been several edited collections on this topic (see for example Swain (1995), Swain and Momsen (2002), Pritchard, Morgan, Ateljevic and Harris (2007), Rakic and Chambers, forthcoming). However, what we aim at with this special issue is a different kind of reflexive exercise: We want to move the focus of research from the phenomenon of “tourism” (e.g. the study of women travelers, women entrepreneurs, etc.) towards ourselves - the tourism academy. To date, while a number of relevant individual contributions exist (Swain, 2004; Pritchard, Morgan, Ateljevic & Harris, 2007; Small, Harris, Wilson & Ateljevic, 2011; Pritchard, 2014; Khoo-Lattimore, forthcoming), there has been no major collective effort to address the research agenda on gender in tourism academia from a multiple theoretical and methodological perspective.
The recent statistical report “The Gender Gap in the Tourism Academy” (Munar et al., 2015) showed that women were under-represented in many leadership and gatekeeping positions, and that there was an imbalance in the number and influence of women in comparison to men. However, the report did not delve into the complex causes of this situation or offer potential interventions. Thus, this Special Issue invites contributions on gender in the tourism academy, with a particular emphasis on:
Identity and imagination: the ‘crafting’ of academic identities, role models, representation and stereotypes, embodiment and positionality, sexuality, cultural/social/erotic capital.
Intersectionality: identity formations and individual/organizational practices in the overlapping relationship between gender and for example, race, nation, class, sexuality and age.
Work cultures and practices: work-life balance, occupational sexism, mentoring and networking, sexism, harassment, mobility, dual careers, overt and covert discriminatory practices, gendered work, path dependency, patriarchal cultures, cultural differences, historical evolution.
Career progression and leadership: leaking pipe-line, glass ceiling, horizontal, vertical and contractual gender segregations, recruitment and promotion practices, pay gap, career paths, subconscious bias, leadership (formal/informal).
Policies, politics and interventions: equal opportunities and diversity management, mentoring systems, quotas, standards and accreditation programmes, maternity/paternity and family policies, politics and ideologies of representation and relationship.
Education and pedagogics: developments in teaching practices, methods and the learning environment (e.g. experiential learning, bias and sexism-reduction interventions), equity in the classroom, access to education, ‘gendering’ the curriculum.
Theoretical and methodological developments of gender studies in higher education: gender in ontology and epistemology, methodological applications to gender research (e.g. intersectionality), school of thoughts and paradigms (e.g. feminism philosophies, organization studies, etc).
Abstract Submission 15 December 2015
Guest Editor: Ana María Munar, Copenhagen Business School, email@example.com
Guest Editor: Catheryn Khoo-Lattimore, Griffith University, firstname.lastname@example.org
Guest Editor: Avital Biran, Bournemouth University, email@example.com
Guest Editor: Donna Chambers, Sunderland University, Donna.Chambers@sunderland.ac.uk