How Does the Postcolonial, Feminist Academic Lead? A Perspective from the US South

Autor/in	Asher, Nina
Titel	How Does the Postcolonial, Feminist Academic Lead? A Perspective from the US South
Quelle	In: International Journal of Leadership in Education, 13 (2010) 1, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
Schlagwörter	Feminism; Women Faculty; Females; Asian Americans; Immigrants; Leadership; Minority Groups; Phenomenology; Womens Education; Womens Studies; Instructional Leadership; Women Administrators; Social Change + Suchen Sie Ihr Suchwort? Feminismus; Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Führung; Führungsposition; Ethnische Minderheit; Phenomenological psychology; Phänomenologie; Psychologie; 'Women''s education'; Frauenbildung; Instruction; Leadership; Bildung; Erziehung; Weibliche Führungskraft; Sozialer Wandel
Abstract	This article draws on post-colonial and feminist theories to interrogate the notion of "leadership" in the academy. Specifically, it examines challenges that women faculty, especially women of colour, immigrant women, and, in particular, Asian and Asian American women, encounter as they balance leadership work with scholarship and teaching. Integrating theory and autobiography, the author situates herself as a post-colonial, feminist academic and a South Asian immigrant in the USA, and reflects on her own leadership experiences. She identifies three central themes--recognizing one's implicatedness, maintaining integrity and developing resilience--and discusses implications for rethinking leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10