Author ORCID Identifier

0000-0003-4624-3959

Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

5.4 SOCIOLOGY, Sociology, Demography, Anthropology, Social topics, Women's and gender studies, Social issues

Abstract

This paper employs the concept of epistemic justice to examine the potential for gender equality plans (GEPs) to bring about sustainable transformative change towardsgender equality in higher education. Mindful of both the limitationsand opportunitiesof gender policy interventions,the paper highlights the importance of approaching gender inequality as a problem of justice and power rather than asan issueof “loss of talent.”The paper drawson Fricker's account of epistemic justice as well ason Bourdieu's analysis of power in the academic field, to evaluate seven GEPs in European universities for their potential to transform gender–power relations in academia.

DOI

https://doi.org/10.1111/gwao.12658

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