CALL FOR CHAPTERS! Identity Intersectionalities, Mentoring, and Work – Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political

Identity Intersectionalities, Mentoring, and Work-Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political
Edited by Katherine Cumings Mansfield, Virginia Commonwealth University, Anjalé D. Welton, University of Illinois at Urbana-Champaign, Pei-Ling Lee, University Council for Educational Administration

A volume in the Work-Life Balance Series edited by Joanne M. Marshall, Iowa State University, Jeffrey S. Brooks, University of Idaho, Bonnie C. Fusarelli, North Carolina State University, Catherine A. Lugg, Rutgers University, Latish C. Reed, University of Wisconsin-Milwaukee, and George Theoharis, Syracuse University
Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts…

The purpose of this book is to draw attention to the literal changing face of academe juxtaposed with the exponentially increasing demands of the Ivory Tower. We welcome chapters (to be peer reviewed) from those who can speak to work-life balance in terms of how they negotiate a variety of identity intersectionalities including, but not limited to, gender, race/ethnicity, LGBTQ, spirituality/religion, language/nationality, and social class and how their backgrounds come to bear on their definitions and conceptions of work-life balance, as well as how we might begin to critique, disrupt, and change current practices in academe and other educational organizations. We especially welcome chapters that address the importance of mentoring as a mediating factor in attempts to manage work and non-work.
Peer-reviewed chapters might focus on one or more of the following intersecting topics:
• Definitions, conceptions, and critical interpretations of work-life balance
• Identity intersectionalities and work-life balance
• Experiences with mentoring (or lack thereof)
• Experiences resisting ableism, ageism, and other forms of deficit thinking
• Experiences when being “different” from the dominant culture was a potent resource
• Caring for children
• Caring for elders and other extended family
Interested authors: Please, email a 200-word abstract and 100-word bio by December 15, 2014 to Katherine Mansfield at: Please, also indicate your commitment to submit a full chapter (15-20 pp. including references)
for peer review by March 15, 2015 and express your willingness to participate as a peer reviewer for one chapter between April 1- May 1, 2015. Editorial decisions concerning chapter proposals will be emailed January 15, 2015.

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