Feminism is both a theory and a practice; a framework, which informs our lives and defining feminism in terms of doing research, is no easy matter. In this book Byrne and Lentin suggest that it seems to be widely accepted by feminists themselves that there is a distinctively feminist mode of enquiry although there is by no means agreement on what this might mean or involve. Feminist research is both “a political and personal act with political and personal consequences for the lives of both researchers and the researched”. However feminist research is often criticised in the academia for being “too political” and by other feminist researchers who point out that “transformative politics … are not possible when the researcher is a privileged academic” (p.2). Feminism is practised everywhere and in the context of the plurality of feminist work, Byrne and Lentin argue that “we cannot talk about what feminism is but what it includes”. Since feminist methologies enjoy greater visibility now, they argue, this book seeks to address the intersection of gender with other categories such as sex, race/ethnicity, disability etc. Rather than conduct scientific, male, value-free methods of inquiry Byrne & Lentin explore feminist research, “not ‘about women’ but ‘for and by women’ “ (p.4). Feminist research, Romanie van Son tells us is value-laden; the personal may well be the basis for developing principles which guide our research and methodology is the way in which we transform these principles into practice. Allowing women to explore the central issues in their daily lives can lead to valuable insights which can inform public debate and lead to influencing policies (p.218). Feminist researchers highlight the need to include the subjects in the research – “always seeking to know the worlds of experience of those they study” (p.217); in this way feminist research marks a significant departure from mainstream social science. However, even if the research is radical according to Byrne & Lentin, it can have very little transformative effect unless it is available to those whose lives are affected by it. In this context, Rosaleen McDonagh, herself a “Traveller feminist” argues that the researchers responsibility for the research process does not end with the production of findings but with “the ‘follow through’ on outcome of research which can have real consequences for real peoples lives” (p.49). Feminist research places emphasis on power relations and an approach to research which maximises the ability to explore experiences rather than impose externally defined structures on women’s lives. The debate about research methodology is vibrant and dynamic. However, this book clearly indicates that there is no answer to the question ‘what is feminist research?’ and that many contested issues remain. Other contributors include: Mary Daly, Kathleen Lynch, Cathleen O’Neill, Cynthia Cockburn, Marie Mulholland, Maria Lohan and Ricca Edmondson .
As part of the funding initiatives ‘Widened Provision’ and ‘Liberal Adult Education’ launched by the Higher Education Funding Council for England in 1995, sixty-six universities and higher education institutes launched a series of projects under the umbrella of Non Award-Bearing Continuing Education (NABCE). Those involved, who were working directly to widen participation and access to higher and further education, organised themselves into regional networks giving them a forum for shared experience and ideas. A National Task Group was then established comprising representatives of the regions and it is this Task Group, which has produced ‘Ideas for Inclusion’ on behalf of those involved at a regional level. All of the practitioners were invited to submit their experiences and initiatives, whether or not they were successful. This information was arranged in an A to Z style guide, in order to illustrate good, better or bad practice. This guide is useful in terms of the range of initiatives listed which practitioners have used and critiqued. However, it also invites those using the guide who are working in the area of access to include an assessment of initiatives which have, or have not, worked in their experiences at ground level. ‘Ideas for Inclusion’ does not include case studies. This is a guide “by practitioners for practitioners” designed to provide a range of ideas for application in developing practice. The guide is divided into sections A to Z, which are self-explanatory, and each section has a number of separate headings on the topics covered. The practitioners’ contributions are presented under three themes a) ideas that worked well, b) ideas that didn’t work as well, c) lessons learned. To make navigation easier each section appears under a ‘headline’, which hints at the nature of the subject. As institutions seek to adopt a more strategic approach to widening participation, the prime focus of this guide is to support these institutions in their special initiatives and policy changes.
Table of Contents of Newsletter 10