Titlebook: Reimagining the Academy; ShiFting Towards Kin Alison L Black,Rachael Dwyer Book 2021 The Editor(s) (if applicable) and The Author(s), under

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Black Warrior Women Scholars Speaks are to be realised, however, there are complexities to be untangled, tight hard knots to be undone, a rawness to be exposed. This chapter commences a dialogue that speaks into some of these complexities by drawing on the lived experience of First Nation women’s stories of the academy. The authors,

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My Journey of a Thousand Mileshoughts and feelings about her academic life, decades of discrimination, and her hopes for the future. Exploring values, upbringing, learning, and mentorship, Monnapula-Mapesela highlights how essential it is to find oneself, to find one’s voice, and to defy the boundaries others construct for women

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Mentoring Beyond the Finite Games: Creating Time and Space for Connection, Collaboration and Friendsate the academy and reimagining academia through their mentoring relationships with one another. At different points in their academic careers, they are approaching ‘mentoring’ in ways that resist and speak back to the mentoring discourses and career games that objectify outputs and outcomes and mag

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Emotional Labour Pains: Rebirth of the Good Girl the experiences of motherhood, study, career and mentorship, they are working as early-career academics in the enabling sector of higher education. Their roles demand a high level of emotional labour. Compassion and empathy guide their practice, yet are rarely extended into their self-care. Through

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Slow Pedagogies and Care-Full , Deep Learning in Preservice Teacher Educationertiary institutions, but also across the education sector. These processes impact what may be accomplished by academics in their teaching roles. This chapter explores how slow, care-full, and deep pedagogies might work towards creating caring pedagogical communities for academics and for preservice

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