Description:
This paper examines indirect discrimination in Australian universities that tends to obstruct and delay women's academic careers. The topic is defined and contextualised via a 1998 speech by the Australian Human Rights Commission's Sex Discrimination Commissioner, juxtaposed with a brief contemporaneous exemplar. The paper discusses the prevalence of women among casual and fixed-term academic workers, and the contrasting low numbers of women in senior academic positions. It is argued that the neo-liberal 'marketisation' of higher education, which still prevails, has fostered a number of indirectly discriminatory practices and conditions that substantially disadvantage women. A selection of studies of the problem are critiqued. It is argued that a broad statistical methodology is inadequate due to its tendency to 'homogenise' the academy and its component individuals, in the process giving scope for unjustified optimism among university policy-makers. A particulate approach is advocated, acknowledging the wide variation between and within universities, and the range of hidden difficulties individual women academics can face. It is concluded that despite apparent reforms over the past decade, the situation of women has improved little in practical terms.
Description:
Increased access to university by students with different backgrounds and capabilities from those in the past has posed, and continues to pose, dilemmas for lecturers who seek effective ways of addressing the challenge of undergraduate literacy and learning. To this end, we have been engaged on a Committee for University Teaching and Staff Development (CUTSD) funded program that we call TULIP (Tertiary Undergraduate Literacy Integration Program) which focuses on the integration of tertiary literacy within content teaching as a means of enhancing student literacy. The broad aim of the TULIP Project was to build on collaborative and reflective teaching and learning partnerships between lecturers and students, between lecturers across two universities, and between lecturers in disparate disciplines. The project developed, trialed and evaluated a suite of learner-centred literacy strategies that comprise the TULIP Resource Kit which foregrounds the embeddedness of tertiary literacy within content teaching.