Inherently Brief: Volume 25 (Part 2)

Snapshots of law, gender and sexuality news from the past couple of weeks.

Gender Segregation in Universities

Kate Galilee (Durham University)

Universities UK (UUK), an organisation representing over 130 higher education institutions is seeking a legal ruling on the issue of voluntary gender segregation at university events.

In guidance issued by the organisation to its members last month, it was stated that it would be legally permissible for external speakers to request that audiences be voluntarily split by gender. Provided men and women are split side to side rather than back to front, the guidance states that no gender inequality would be involved and therefore segregation would be permitted.

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Women and Change in Higher Education: Culture and Careers

Conference

Tuesday 1st and Wednesday 2nd April 2014
Durham University

 hosted jointly by:

    

 At a time when women in higher education outnumber men, the number of women in leadership positions remains low.  Although women hold almost half (47.3%) of
non-professorial academic posts, just 20.5% of professors are women and only
14% of the UK’s vice-chancellors are women.

Open to academic and professional services staff, and those interested in women’s progression and equality, the conference will serve as an opportunity to:

explore the latest policy, information and research relating to women’s participation,

discuss strategic, practical and sustainable ways of supporting and developing women working in higher education,

consider the challenges and opportunities faced by women in higher education,

consider how we might change culture in Higher Education.

For more information see: http://womenandchangeinhighereducation.wordpress.com/

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Recommended Reading: Women and the Law Stories

Nikki Godden

Nikki is a doctoral student at Durham Law School, Durham University. She is co-creator and editor of Inherently Human.

Elizabeth M Schneider & Stephanie M Wildman (2011) Women and the Law Stories (Foundation Press)

Women and the Law Stories is a wonderful collection which tells the litigants’ tales that are a part of, but are typically excluded from, the legal history of landmark US cases which focus on women’s rights.  Chapters explore and evaluate feminist critiques of the relevant case, area of law and legal concepts in light of and in relation to these stories. The editors introduce the collection explaining that the telling and hearing of women’s stories (and, more generally, those of the powerless, disadvantaged or oppressed groups in society) has been a cornerstone of feminist method, practice and theory.[1] Or as put by Ann C Dailey, ‘the use of storytelling reflects a belief that personal and situated narrative is central to a proper understanding of justice’.[2] However, storytelling is not just a means to an end; it has an important normative dimension which reflects the idea that all voices, all storytellers, are equal and yet diverse and unique in many ways.[3] Embracing and following this storytelling tradition, the book reveals the ‘less well known’ personal narratives which ‘deserve wider recognition’.[4] In so doing, it challenges the dominant stories of these cases, and the ‘conventions of legal scholarship and institutional histories’.[5] To this end, the last chapter is a ‘hidden’ story, an ‘everyday’ case, which highlights ‘women’s experiences of anonymity and invisibility in the legal system’ and legal literature and mainstream scholarship.[6] While the stories are therefore valuable in themselves, the chapters also reflect on and interrogate feminist debates, approaches and concepts –  such as ‘gender stereotyping’ (Chamallas), equality  (Bartlett) equal versus special treatment (Wildman), access to healthcare and abortion (Copelon and Law) – exploring the implications for today and potential ways in which to move forwards in feminist legal theory and law reform.

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Feminism and Teaching Symposium

8th – 9th April 2011                                               

University of Nottingham

This is a two-day interdisciplinary event for feminist activists, artist, teachers and academics to discuss the relationships between feminism and teaching.

There will be keynote workshops/sessions by: Professor Gina Wisker (Brighton), Professor Sara Mills (Sheffield Hallam) and Dr Louise Mullany (Nottingham), Professor Ruth Holliday (Leeds), Dr Ben Brabon (Edge Hill), Annette Foster (Performance Artist).

We have also received a diverse selection of workshop proposals from feminist academics and activists from across the world; with delegates from locations including Algeria, Australia, Brazil Canada, Czech Republic, Hong Kong, Germany, Indonesia, India, Kurdistan, Luxembourg, Norway, the Phillipines, South Africa, Sweden, Turkey, Uganda, the US and UK.

Panels so far include: gender on the university campus, feminist activism, thinking gender in ‘gender neutral’ spaces, gender based violence and pedagogy, performative gender, new ways to raise consciousness, gender awareness training, consciousness raising in India, feminism outside the classroom, overcoming problems in the classroom, student-led teaching, new ways to teach gender, feminism and religous education, teaching EFL.

The two day event will contain presentations in a range of formats, including interactive workshops, working with text and film extracts, poster presentations, performances and discussion groups.

The aim of the event is to encourage discussion, share knowledge and experience about teaching practice, and form a supportive environment for academics, activists and those with an interest in the relationship between feminism and teaching.

A registration form is now available for those wishing to attend the event, at www.feminismandteaching.org

Delegate fees to attend both days of the symposium, including all materials, refreshments, lunch and wine reception will be:
Waged £45 / Unwaged £35
To attend only one day the delegate fee will be £25.

For further information please contact us at feminismandteaching@nottingham.ac.uk

Download the flyer here: feminism and teaching poster

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