Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-x24gv Total loading time: 0 Render date: 2024-05-16T06:28:55.627Z Has data issue: false hasContentIssue false

2 - Pandemic Precarities and Gendered Biopolitics within the Neoliberal University

Published online by Cambridge University Press:  01 February 2024

Elina Meliou
Affiliation:
Brunel University
Joana Vassilopoulou
Affiliation:
Brunel University
Mustafa F. Ozbilgin
Affiliation:
Brunel University
Get access

Summary

This chapter explores the gendered biopolitics of the COVID-19 pandemic through an analysis of the UK’s marketized higher education sector. Theoretically, we combine feminist political economy with labour market segmentation theory to develop a novel meso-level biopolitical analysis. We use this framework to compare how major labour market institutions – employers, the trade union, and the Government – responded to the pandemic. The analysis reveals that, as a consequence of the actions and interactions of these labour market institutions, different segments of the higher education labour market experienced the pandemic precarities in different ways, resulting in gendered outcomes. The analysis extends our understanding of the genesis of gendered pandemic precarities within the marketized employment system studied.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Acker, S., & Webber, M. (2017). Made to measure: Early career academics in the Canadian university workplace. Higher Education Research & Development, 36(3), 541554. https://doi.org/10.1080/07294360.2017.1288704CrossRefGoogle Scholar
Ackroyd, S., & Karlsson, J. C. (2014). Critical Realism, Research Techniques, and Research Designs. In Edwards, P. K., O’Mahoney, J., & Vincent, S. (Eds.), Studying Organizations Using Critical Realism: A Practical Guide (Vol. 17). Oxford University Press.Google Scholar
Adams, R. (2020). English universities must prove ‘commitment’ to free speech for bailouts. Guardian News & Media Limited. Retrieved 19 May 2021 from www.theguardian.com/education/2020/jul/16/english-universities-must-prove-commitment-to-free-speech-for-bailoutsGoogle Scholar
Aronsson, G., Gustafsson, K., & Dallner, M. (2000). Sick but yet at work. An Empirical Study of Sickness Presenteeism. Journal of Epidemiology and Community Health (1979-), 54(7), 502509. www.jstor.org/stable/25569229Google Scholar
Ashencaen Crabtree, S., & Shiel, C. (2019). ‘Playing Mother’: Channeled careers and the construction of gender in academia. SAGE Open, 9(3), 2158244019876285. https://doi.org/10.1177/2158244019876285Google Scholar
Baker, S. (2020). Teaching-only contracts up again as REF approaches. Times Higher Education Retrieved 19 May 2021 from www.timeshighereducation.com/news/teaching-only-contracts-again-ref-approachesGoogle Scholar
Bosanquet, A., Mailey, A., Matthews, K. E., & Lodge, J. M. (2017). Redefining ‘early career’ in academia: a collective narrative approach. Higher Education Research & Development, 36(5), 890902. https://doi.org/10.1080/07294360.2016.1263934CrossRefGoogle Scholar
Burrows, R. (2012). Living with the H-Index? Metric assemblages in the contemporary academy. The Sociological Review, 60(2), 355372. https://doi.org/10.1111/j.1467-954X.2012.02077.xCrossRefGoogle Scholar
Burton, S. (2018). Writing Yourself In? The Price of Playing the (Feminist) Game in the Neoliberal Academy. In Taylor, Y. & Lahad, K. (Eds.), Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. (pp. 115136). Palgrave Macmillan.Google Scholar
Butler, J. (2009). Frames of War: When Is Life Grievable? Cambridge University Press.Google Scholar
Campbell, T., & Sitze, A. (2013). Biopolitics: A Reader Duke University Press.Google Scholar
Collini, S. (2020). Covid-19 shows up UK universities’ shameful employment practices. Guardian News and Media Limited. Retrieved 19 May 2021 from www.theguardian.com/education/2020/apr/28/covid-19-shows-up-uk-universities-shameful-employment-practicesGoogle Scholar
Courtois, A., & O’Keefe, T. (2015). Precarity in the ivory cage: Neoliberalism and casualisation of work in the Irish higher education sector. Journal for Critical Education Policy Studies, 13(1), 43–66.Google Scholar
de Ruyter, A. (2020). Covid-19 and precarious work: time for end to the ‘Gig Economy’. www.open-access.bcu.ac.uk/9680/Google Scholar
DfE. (2020). Establishment of a Higher Education Restructuring Regime in Response to COVID-19. (DfE-00121-2020). Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/902608/HERR_announcement_July_2020.pdfGoogle Scholar
Doan, M. D., & Harbin, A. (2020). Public health and precarity. IJFAB: International Journal of Feminist Approaches to Bioethics, 13(2), 108130.Google Scholar
Doeringer, P. B., & Piore, M. J. (1971). Internal Labor Markets and Manpower Analysis. Heath Lexington Books.Google Scholar
Doharty, N., Madriaga, M., & Joseph-Salisbury, R. (2021). The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times. Educational Philosophy and Theory, 53(3), 233244. https://doi.org/10.1080/00131857.2020.1769601CrossRefGoogle Scholar
Drayton, E., & Waltmann, B. (2020). Will universities need a bailout to survive the COVID-19 crisis? Briefing note. Institute for Fiscal Studies. Retrieved 12 April 2021 from www.ifs.org.uk/publications/14919Google Scholar
Duncanson, K., Weir, N., Siriwardhane, P., & Khan, T. (2020). How COVID is widening the academic gender divide. The Conversation Trust (UK) Limited. Retrieved 12 May from https://theconversation.com/how-covid-is-widening-the-academic-gender-divide-146007Google Scholar
Edwards, R. C., Reich, M., & Gordon, D. M. (1976). Labor Market Segmentation. Lexington Books.Google Scholar
EHRC. (2020). How coronavirus has affected equality and human rights. E. a. H. R. Commission. www.equalityhumanrights.com/en/publication-download/how-coronavirus-has-affected-equality-and-human-rightsGoogle Scholar
Federici, S. (2012). Revolution at Point Zero: Housework, Reproduction and Feminist Struggle. PM Press.Google Scholar
Federici, S. (2017). Capital and Gender. In Schmidt, I. & Fanelli, C. (Eds.), Reading Capital Today: Marx after 150 Years. Pluto Press.Google Scholar
Ferguson, D. (2020). UK academics: opening of universities was illegal. Guardian. Retrieved 19 May 2021 from www.theguardian.com/education/2020/oct/24/uk-academics-opening-of-universities-wasGoogle Scholar
Flaherty, C. (2020). No Room of One’s Own: Early journal submission data suggest COVID-19 is tanking women’s research productivity. Retrieved 12 May 2021 from www.insidehighered.com/news/2020/04/21/early-journal-submission-data-suggest-covid-19-tanking-womens-research-productivityGoogle Scholar
Fleetwood, S. (2017). From labour market institutions to an alternative model of labour markets. In Forum for social economics (Vol. 46, No. 1, pp. 78103). Routledge.Google Scholar
Forde, C., & Slater, G. (2016). Labour market regulation and the ‘competition state’: an analysis of the implementation of the Agency Working Regulations in the UK. Work, Employment and Society, 30(4), 590606. https://doi.org/10.1177/0950017015622917Google Scholar
Gappa, J. M., & Leslie, D. W. (1993). The Invisible Faculty. Improving the Status of Part-Timers in Higher Education. Jossey-Bass Inc.Google Scholar
GEO. (2020). Employers do not have to report gender pay gaps. GOV.UK. Retrieved 19 May 2021 from www.gov.uk/government/news/employers-do-not-have-to-report-gender-pay-gapsGoogle Scholar
Gill, R. (2010). Breaking the Silence: the Hidden Injuries of the Neoliberal Academia. In Ryland-Flood, R. and Gill, R. (eds.) Secrecy and Silence in the Research Process: Feminist Reflections (pp. 228244). Routledge.Google Scholar
Gill, R. (2014). Academics, cultural workers and critical labour studies. Journal of Cultural Economy, 7(1), 1230. https://doi.org/10.1080/17530350.2013.861763Google Scholar
Godin, I., Kittel, F., Coppieters, Y., & Siegrist, J. (2005). A prospective study of cumulative job stress in relation to mental health. BMC Public Health, 5(1), 67. https://doi.org/10.1186/1471-2458-5-67Google Scholar
Government. (2020). The impact of Covid-19 on university students: Government Response to the Committee’s Second Report. UK Parliament Retrieved from https://publications.parliament.uk/pa/cm5801/cmselect/cmpetitions/780/78002.htmGoogle Scholar
Grady, J. (2020). The government must support students stuck in Covid nightmare at universities. Guardian. Retrieved 19 May 2021 from www.theguardian.com/commentisfree/2020/oct/24/the-government-must-support-students-stuck-in-covid-nightmare-at-universitiesGoogle Scholar
Greer, I. (2015). Welfare reform, precarity and the re-commodification of labour. Work, Employment and Society, 30(1), 162173. doi.org/10.1177/0950017015572578Google Scholar
Grimshaw, D., Fagan, C., Hebson, G., & Tavora, I. (2017). A new labour market segmentation approach for analysing inequalities: introduction and overview. In Making Work More Equal: A New Labour Market Segmentation Approach. Manchester University Press.Google Scholar
Grugulis, I. (2007). Skills, Training and Human Resource Development: A critical text. Palgrave Macmillan.Google Scholar
Hall, R., & Quinn, B. (2020, 19 October 2020). England campus lockdowns creating ‘perfect storm’ for stressed students. Guardian. Retrieved 19 May 2021 from www.theguardian.com/education/2020/nov/06/england-campus-lockdowns-perfect-storm-students-mental-health-covid-restrictionsGoogle Scholar
HCPC. (2020). The impact of Covid-19 on university students: Second Report of Session 2019–21. House of Commons Petitions Committee Retrieved from https://committees.parliament.uk/publications/1851/documents/18140/default/Google Scholar
Heijstra, T. M., Einarsdóttir, Þ., Pétursdóttir, G. M., & Steinþórsdóttir, F. S. (2017). Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top? European Educational Research Journal, 16(2–3), 200214. doi.org/10.1177/1474904116668884Google Scholar
Hogan, V., Hogan, M., Hodgins, M., Kinman, G., & Bunting, B. (2014). An examination of gender differences in the impact of individual and organisational factors on work hours, work-life conflict and psychological strain in academics. The Irish Journal of Psychology 35(2–3), 133150. https://doi.org/-10.1080/03033910.2015.1011193y1–2014Google Scholar
Ivancheva, M., & O’Flynn, M. (2016). Between Career Progression and Career Stagnation: Casualisation, tenure, and the contract of indefinite duration in Ireland. In Academic Labour, Unemployment and Global Higher Education (pp. 167184). Palgrave Macmillan.Google Scholar
Ivancheva, M., Lynch, K., & Keating, K. (2019). Precarity, gender and care in the neoliberal academy. Gender, Work & Organization, 26(4), 448462. https://doi.org/10.1111/gwao.12350Google Scholar
Ivancheva, M. P. (2015). The Age of Precarity and the New Challenges to the Academic Profession. Studia Universitatis Babes-Bolyai. Studia Europaea, 60(1), 3947. www.proquest.com/scholarly-journals/age-precarity-new-challenges-academic-profession/docview/1676465185/se-2?accountid=12753Google Scholar
James, P. (2021). HSE and Covid at Work: A Case of Regulatory Failure (James, P., Ed. Vol. 2021). Institute of Employment Rights. www.ier.org.uk/product/hse-and-covid-at-work-a-case-of-regulatory-failure/Google Scholar
Joseph–Salisbury, R., Connelly, L., & Wangari-Jones, P. (2021). ‘The UK is not innocent’: Black Lives Matter, policing and abolition in the UK. Equality, Diversity and Inclusion: An International Journal, 40(1), 2128. https://doi.org/10.1108/EDI-06-2020-0170Google Scholar
Kalleberg, A. L. (2009). Precarious work, insecure workers: Employment relations in transition. American Sociological Review, 74(1), 122.Google Scholar
Kinikoğlu, C. N., & Can, A. (2021). Negotiating the different degrees of precarity in the UK academia during the Covid-19 pandemic. European Societies, 23(sup1), S817–S830. https://doi.org/10.1080/14616696.2020.1839670Google Scholar
Klein, S. L., Dhakal, S., Ursin, R. L., Deshpande, S., Sandberg, K., & Mauvais-Jarvis, F. (2020). Biological sex impacts COVID-19 outcomes. PLoS pathogens, 16(6), e1008570–e1008570. https://doi.org/10.1371/journal.ppat.1008570Google Scholar
Krukowski, R. A., Jagsi, R., & Cardel, M. I. (2021). Academic productivity differences by gender and child age in science, technology, engineering, mathematics, and medicine faculty during the COVID-19 pandemic. Journal of Women’s Health, 30(3), 341347.Google Scholar
Lally, C. (2020). COVID-19 and Occupational Risk. POST: UK Parliament Retrieved from post.parliament.uk/covid-19-and-occupational-risk/Google Scholar
Lynch, K. (2010). Carelessness: A hidden doxa of higher education. Arts and Humanities in Higher Education, 9(1), 5467. https://doi.org/10.1177/1474022209350104Google Scholar
Lynch, K. (2014). New managerialism: The impact on education. Concept, 5(3), 1111.Google Scholar
Macfarlane, B., & Burg, D. (2019). Women professors and the academic housework trap. Journal of Higher Education Policy and Management, 41(3), 262274. https://doi.org/10.1080/1360080X.2019.1589682Google Scholar
Mackenzie, E., & McKinlay, A. (2020). Hope labour and the psychic life of cultural work. Human Relations, 0(0). https://doi.org/10.1177/0018726720940777Google Scholar
Marchington, M., Grimshaw, D., Rubery, J., & Wilmott, H. (2004). Fragmenting Work: Blurring Organizational Boundaries and Disordering Hierarchies. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199262236.001.0001Google Scholar
McCann, L., Granter, E., Hyde, P., & Aroles, J. (2020). ‘Upon the gears and upon the wheels’: Terror convergence and total administration in the neoliberal university. Management learning, 51(4), 431451. https://doi.org/10.1177/1350507620924162Google Scholar
McCormack, D., & Salmenniemi, S. (2016). The biopolitics of precarity and the self. European Journal of Cultural Studies, 19(1), 315. https://doi.org/10.1177/1367549415585559Google Scholar
McKenzie, L. (2017). A Precarious Passion: Gendered and Age-based Insecurity Among Aspiring Academics in Australia. In Thwaites, R. & Preslland, A. (Eds.), Being an Early Career Feminist Academic (pp. 3149). Palgrave Macmillan.Google Scholar
McKenzie, L. (2021). Un/making academia: gendered precarities and personal lives in universities. Gender and Education, 34(3), 118. https://doi.org/10.1080/09540253.2021.1902482Google Scholar
Meardi, G., Simms, M., & Adam, D. (2021). Trade unions and precariat in Europe: Representative claims. European Journal of Industrial Relations, 27(1), 4158. https://doi.org/10.1177/0959680119863585Google Scholar
Milner, A., LaMontagne, A. D., Spittal, M. J., Pirkis, J., & Currier, D. (2018). Job stressors and employment precarity as risks for thoughts about suicide: An Australian study using the ten to men cohort. Annals of Work Exposures and Health, 62(5), 583590. https://doi.org/10.1093/annweh/wxy024Google Scholar
Moore, S., Tailby, S., Antunes, B., & Newsome, K. (2018). ‘Fits and fancies’: the Taylor Review, the construction of preference and labour market segmentation [Article]. Industrial Relations Journal, 49(5/6), 403419. https://doi.org/10.1111/irj.12229https://doi.org/10.1111/irj.12229Google Scholar
Morley, L. (2013). The rules of the game: women and the leaderist turn in higher education. Gender and Education, 25(1), 116131. https://doi.org/10.1080/09540253.2012.740888Google Scholar
Murray, Ó. M. (2018). Feel the Fear and Killjoy Anyway: Being a Challenging Feminist Presence in Precarious Academia. In (pp. 163189). Cham: Springer International Publishing.Google Scholar
Neilson, D. (2015). Class, precarity, and anxiety under neoliberal global capitalism: From denial to resistance. Theory & Psychology, 25(2), 184201. https://doi.org/10.1177/0959354315580607Google Scholar
NIHR. (2020). NIHR respond to the Government’s call for further reduction in bureaucracy with new measures. National Institute for Health Research. Retrieved 19 May 2021 from www.nihr.ac.uk/news/Google Scholar
Nikunen, M., & Lempiäinen, K. (2020). Gendered strategies of mobility and academic career. Gender and Education, 32(4), 554571. https://doi.org/10.1080/09540253.2018.1533917Google Scholar
Parliament, U. (2021). Unequal impact? Coronavirus and the gendered economic impact. UK Parliament. Retrieved 19 May 2021 from https://committees.parliament.uk/work/319/unequal-impact-coronavirus-and-the-gendered-economic-impact/publications/Google Scholar
Pentaraki, M., & Dionysopoulou, K. (2019). Social workers: a new precariat? Precarity conditions of mental health social workers working in the non-profit sector in Greece. European Journal of Social Work, 22(2), 301313. https://doi.org/10.1080/13691457.2018.1529664Google Scholar
Pereira, M. d. M. (2021). Researching gender inequalities in academic labor during the COVID-19 pandemic: Avoiding common problems and asking different questions. Gender, work, and organization. 28, 498–509. https://doi.org/10.1111/gwao.12618Google Scholar
Petrescu, I. (2021). UK universities and colleges escalate attacks on jobs and pay as Johnson government reopens unsafe campuses. WSWS. Retrieved 12 May 2021 from www.wsws.org/en/articles/2021/03/10/unuk-m10.htmlGoogle Scholar
Quinlan, M. (2017). Precarity and Workplace Well-Being: A General Review. In Nichols, T. & Walters, D. (Eds.), Safety or Profit? International Studies in Governance, Change and the Work Environment (pp. 1731). Routledge.Google Scholar
Reay, D. (2004). Cultural capitalists and academic habitus: Classed and gendered labour in UK higher education. Women’s Studies International Forum, 27(1), 3139. https://doi.org/10.1016/j.wsif.2003.12.006Google Scholar
Ro, C. (2020, 27 October 2020). Why this recession disproportionately affects women. BBC. Retrieved 19 May 2021 from www.bbc.com/worklife/article/20201021-why-this-recession-disproportionately-affects-womenGoogle Scholar
Ross, J., & McKie, A. (2020, 19 October 2020). Will Covid kill off the teaching-research employment model? Times Higher Education. www.timeshighereducation.com/news/will-covid-kill-teaching-research-employment-modelGoogle Scholar
Rubery, J. (2007). Developing segmentation theory: A thirty years perspective. Economies et sociétés, 41(6), 941964.Google Scholar
Rubery, J., & Grimshaw, D. (2014). The 40-year pursuit of equal pay: a case of constantly moving goalposts. Cambridge journal of economics, 39(2), 319343. https://doi.org/10.1093/cje/beu053Google Scholar
Rustin, M. (2016). The neoliberal university and its alternatives. Soundings (London, England) (63), 147. https://doi.org/10.3898/136266216819377057Google Scholar
Ryan, S., Burgess, J., Connell, J., & Groen, E. (2013). Casual Academic Staff in an Australian University: Marginalised and excluded. Tertiary Education and Management, 19(2), 161175. https://doi.org/10.1080/13583883.2013.783617Google Scholar
Schaufeli, W. B., & Buunk, B. P. (1996). Professional Burnout. In Schabracq, M., Winnubst, J., & Cooper, S. (Eds.), Handbook of Work and Health Psychology (Vol. 1, pp. 383425). John Wiley and Sons Ltd.Google Scholar
Sherwin, S. (2012). Relational Autonomy and Global Threats. In Downie, J. & Lewellyn, J. (Eds.), Being Rational: Reflections on Relational Theory and Health Law and Policy (Vol. 27). UBC Press. www.proquest.com/trade-journals/being-rational-reflections-on-relational-theory/docview/919036102/se-2?accountid=12753Google Scholar
Smith, P. (2009). New Labour and the commonsense of neoliberalism: trade unionism, collective bargaining and workers’ rights [Article]. Industrial Relations Journal, 40(4), 337355. https://doi.org/10.1111/j.1468-2338.2009.00531.xGoogle Scholar
Somit, A., & Peterson, S. A. (1998). Biopolitics after three decades – A balance sheet. British Journal of Political Science, 28(3), 559571.Google Scholar
Standing, G. (2011). The Precariat. Bloomsbury Academic.Google Scholar
Staton, B. (2020). Universities to Cut Thousands of Academics on Short Contracts. Financial Times. Retrieved 19 May 2021 from www.ft.com/content/67f89a9e-ac30-47d0-83e7-eba4d1284847Google Scholar
Steans, J., & Tepe, D. (2010). Introduction – Social reproduction in international political economy: Theoretical insights and international, transnational and local sitings. Review of International Political Economy, 17(5), 807815. https://doi.org/10.1080/09692290.2010.481928Google Scholar
Steinþórsdóttir, F. S., Brorsen Smidt, T., Pétursdóttir, G. M., Einarsdóttir, Þ., & Le Feuvre, N. (2019). New managerialism in the academy: Gender bias and precarity [Article]. Gender, Work & Organization, 26(2), 124139. https://doi.org/10.1111/gwao.12286Google Scholar
Tepe-Belfrage, D., & Steans, J. (2016). The new materialism: Re-claiming a debate from a feminist perspective. Capital & Class, 40(2), 305326. https://doi.org/10.1177/0309816816653892Google Scholar
Thompson, P. (2013). Financialization and the workplace: extending and applying the disconnected capitalism thesis. Work, Employment & Society, 27(3), 472488.CrossRefGoogle Scholar
TUC. (2020). Key workers report: Decent pay and secure work for key workers through coronavirus and beyond. www.tuc.org.uk/research-analysis/reports/key-workers-reportGoogle Scholar
UCU. (2019). Counting the costs of casualisation in higher education: Key findings of a survey conducted by the University and College Union. UCU. www.ucu.org.uk/media/10336/Counting-the-costs-of-casualisation-in-higher-education-Jun-19/pdf/ucu_casualisation_in_HE_survey_report_Jun19.pdfGoogle Scholar
UCU. (2020a). Congress motions 2020. University and College Union. Retrieved 19 May 2021 from www.ucu.org.uk/article/11075/Congress-motions-2020Google Scholar
UCU. (2020b). PGRs as staff, not students. University and College Union. Retrieved 19 May 2021 from www.ucu.org.uk/article/11206/PGRs-as-staff-not-students?list=7268Google Scholar
UCU. (2020c). Protecting precarious workers. University and College Union. Retrieved 19 May 2021 from www.ucu.org.uk/article/10736/Protecting-precarious-workersGoogle Scholar
UCU. (2020d). Stamp out casual contracts. University and College Union. Retrieved 19 May 2021 from www.ucu.org.uk/stampoutGoogle Scholar
UCU. (2020e). UCU tests for safe returns to on-campus working in HE. University and College Union. Retrieved 19 May 2021 from www.ucu.org.uk/media/10935/UCU-HE-on-campus-return-tests/pdf/ucu_covid19_hetests.pdfGoogle Scholar
UCU. (2021). Staff in post-16 education are having to fight UK government and employers throughout Covid crisis, says Jo Grady. University and College Union. Retrieved 19 May 2021 from www.ucu.org.uk/article/11404/Staff-in-post-16-education-are-having-to-fight-UK-government-and-employers-throughout-Covid-crisis-says-Jo-GradyGoogle Scholar
Vincent, S., Bamber, G.J., Delbridge, R., Doellgast, V., Grady, J. and Grugulis, I., 2020. Situating human resource management in the political economy: Multilevel theorising and opportunities for kaleidoscopic imagination. Human Resource Management Journal, 30(4), 461477.Google Scholar
Vohlídalová, M. (2021). Early-Career Women Academics: Between Neoliberalism and Gender Conservatism. Sociological Research Online, 26(1), 2743. https://doi.org/10.1177/1360780420914468Google Scholar
WA. (2020). A Perfect Storm: The Impact of the Covid-19 Pandemic on Domestic Abuse Survivors and the Services Supporting Them. W. s. Aid. www.womensaid.org.uk/a-perfect-storm-the-impact-of-the-covid-19-pandemic-on-domestic-abuse-survivors-and-the-services-supporting-them/Google Scholar
Waite, L. (2009). A place and space for a critical geography of precarity? Geography Compass, 3(1), 412433. https://doi.org/10.1111/j.1749-8198.2008.00184.xGoogle Scholar
Watterson, A. (2020). Coronavirus is spreading rapidly through workplaces – here’s what is needed to make them safer. The Conversation. Retrieved 19 May 2021 from https://theconversation.com/coronavirus-is-spreading-rapidly-through-workplaces-heres-what-is-needed-to-make-them-safer-149333Google Scholar
WBG. (2020). Crises Collide: Women and Covid-19. Examining gender and other equality issues during the Coronavirus outbreak. wbg.org.uk/wp-content/uploads/2020/04/FINAL.pdfGoogle Scholar
Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: The gendered impacts of the outbreak. The Lancet, 395(10227), 846848. https://doi.org/10.1016/S0140-6736(20)30526–2Google Scholar
Wilkinson, F. (1983). Productive systems. Cambridge journal of economics, 7(3–4), 413429. https://doi.org/10.1093/cje/7.3-4.413Google Scholar
WRC. (2020). The Crisis of COVID-19 and UK Women’s Charities: Survey responses and findings. W. s. R. Centre. www.wrc.org.uk/the-impact-of-the-covid-19-crisis-on-the-uk-womens-sectorGoogle Scholar
Yarrow, E. (2021). Knowledge hustlers: Gendered micro-politics and networking in UK universities. British Educational Research Journal. 47(3), 579598. https://doi.org/10.1002/berj.3671Google Scholar
Zheng, R. (2018). Precarity is a feminist issue: Gender and contingent labor in the academy. Hypatia, 33(2), 235255.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×