Tending to ourselves, tending to each other

Nurturing feminist friendships to manage academic lives

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

This chapter explores howtwo feminist academics and close collaborators have tried to navigate the patriarchal hierarchies of traditional academic spaces. We unpack how those relational ways of knowing and being in the world have supported our living as women in academic worlds, how we have together navigated the pressures that discourage collaboration, and how those pressures affect us individually and as partners. Our epistemology of friendship empowers us to disrupt the institution and explore what that looks like in our day-to-day experiences as women, mothers, academics, friends, sisters, daughters, and teachers. It is important to consider our epistemology of friendship as means of resistance that sustains ourselves and our partnerships and within sometimes oppressive institutions.

Original languageEnglish
Title of host publicationMindfulness in the Academy
Subtitle of host publicationPractices and Perspectives from Scholars
PublisherSpringer Singapore
Pages99-111
Number of pages13
ISBN (Electronic)9789811321436
ISBN (Print)9789811321429
DOIs
StatePublished - 1 Jan 2018

Fingerprint

friendship
epistemology
Pressure
Nuclear Family
Siblings
teacher
Mothers
experience

Cite this

Taylor, M., & Klein, E. J. (2018). Tending to ourselves, tending to each other: Nurturing feminist friendships to manage academic lives. In Mindfulness in the Academy: Practices and Perspectives from Scholars (pp. 99-111). Springer Singapore. https://doi.org/10.1007/978-981-13-2143-6_7
Taylor, Monica ; Klein, Emily J. / Tending to ourselves, tending to each other : Nurturing feminist friendships to manage academic lives. Mindfulness in the Academy: Practices and Perspectives from Scholars. Springer Singapore, 2018. pp. 99-111
@inbook{0a84e954f90946f0bda3f054d32d5111,
title = "Tending to ourselves, tending to each other: Nurturing feminist friendships to manage academic lives",
abstract = "This chapter explores howtwo feminist academics and close collaborators have tried to navigate the patriarchal hierarchies of traditional academic spaces. We unpack how those relational ways of knowing and being in the world have supported our living as women in academic worlds, how we have together navigated the pressures that discourage collaboration, and how those pressures affect us individually and as partners. Our epistemology of friendship empowers us to disrupt the institution and explore what that looks like in our day-to-day experiences as women, mothers, academics, friends, sisters, daughters, and teachers. It is important to consider our epistemology of friendship as means of resistance that sustains ourselves and our partnerships and within sometimes oppressive institutions.",
author = "Monica Taylor and Klein, {Emily J}",
year = "2018",
month = "1",
day = "1",
doi = "10.1007/978-981-13-2143-6_7",
language = "English",
isbn = "9789811321429",
pages = "99--111",
booktitle = "Mindfulness in the Academy",
publisher = "Springer Singapore",

}

Taylor, M & Klein, EJ 2018, Tending to ourselves, tending to each other: Nurturing feminist friendships to manage academic lives. in Mindfulness in the Academy: Practices and Perspectives from Scholars. Springer Singapore, pp. 99-111. https://doi.org/10.1007/978-981-13-2143-6_7

Tending to ourselves, tending to each other : Nurturing feminist friendships to manage academic lives. / Taylor, Monica; Klein, Emily J.

Mindfulness in the Academy: Practices and Perspectives from Scholars. Springer Singapore, 2018. p. 99-111.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

TY - CHAP

T1 - Tending to ourselves, tending to each other

T2 - Nurturing feminist friendships to manage academic lives

AU - Taylor, Monica

AU - Klein, Emily J

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This chapter explores howtwo feminist academics and close collaborators have tried to navigate the patriarchal hierarchies of traditional academic spaces. We unpack how those relational ways of knowing and being in the world have supported our living as women in academic worlds, how we have together navigated the pressures that discourage collaboration, and how those pressures affect us individually and as partners. Our epistemology of friendship empowers us to disrupt the institution and explore what that looks like in our day-to-day experiences as women, mothers, academics, friends, sisters, daughters, and teachers. It is important to consider our epistemology of friendship as means of resistance that sustains ourselves and our partnerships and within sometimes oppressive institutions.

AB - This chapter explores howtwo feminist academics and close collaborators have tried to navigate the patriarchal hierarchies of traditional academic spaces. We unpack how those relational ways of knowing and being in the world have supported our living as women in academic worlds, how we have together navigated the pressures that discourage collaboration, and how those pressures affect us individually and as partners. Our epistemology of friendship empowers us to disrupt the institution and explore what that looks like in our day-to-day experiences as women, mothers, academics, friends, sisters, daughters, and teachers. It is important to consider our epistemology of friendship as means of resistance that sustains ourselves and our partnerships and within sometimes oppressive institutions.

UR - http://www.scopus.com/inward/record.url?scp=85063516978&partnerID=8YFLogxK

U2 - 10.1007/978-981-13-2143-6_7

DO - 10.1007/978-981-13-2143-6_7

M3 - Chapter

SN - 9789811321429

SP - 99

EP - 111

BT - Mindfulness in the Academy

PB - Springer Singapore

ER -

Taylor M, Klein EJ. Tending to ourselves, tending to each other: Nurturing feminist friendships to manage academic lives. In Mindfulness in the Academy: Practices and Perspectives from Scholars. Springer Singapore. 2018. p. 99-111 https://doi.org/10.1007/978-981-13-2143-6_7