Why We “Profess” Rather than Teach: Implications of the Gendered Construction of Work for Academic Unions
Article Sidebar
Published:
Dec 21, 2013
Main Article Content
Abstract
Although connections between the gendered construction of work and institutional arrangements in higher education are seldom explored by researchers, the assumption that teaching is “women’s work” is a key to understanding the social stratification of higher education in the U.S.—and to organizing higher education faculty. I sketch the implications of my analysis for faculty unions after describing the international context in which faculty organizing in the U.S. should be understood, in particular neoliberalism’s project to make education a commodity and dismantle public education as “public good.”
Article Details
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.