Higher education in Europe: A comparative female approach

Abstract

The recognition of women's growing quantitative participation in higher education worldwide has to date been rarely accompanied by analysis of the quality of this participation. In Europe, the national and transnational policies of the past few decades have promoted female inclusion in higher education, through positive action aimed at bridging the gender gap, but have not taken into account the different human experience, aspirations, values and expertise of women, interpreting these as a minus value and thereby neutralizing the sexual difference in a universalistic male-dominated paradigm. This article draws on case-study research in five European universities, exploring the free, original voice of women who, as teachers, researchers and university administrators, recount their own university experience, the obstacles in their path and the resistance met with, as well as their own strategies and work practices - including inventive practices - expressing in words their desires and aspirations above and beyond the given order. In the current crisis of the Western universities, caught in the grips of financial distress and symbolic conflicts regarding their mission, we need to give a political transformative sense to these practices and words, offering a new measure of university life necessary for all.