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This paper introduces a set of workarounds for early-career feminist academics. Successful senior women academics in feminist and other critical disciplines were asked about their experiences within the academic system, how they thrived in the neoliberal academy while practicing feminist scholarship and activism. They revealed how they paid the price for unmasking the rules of the game and working the cracks within the system. Based on their experiences the new generation of feminist activists in academia is encouraged to B-E-L-I-E-F. Altogether, the findings reveal that gender and feminist commitment add to the complexities of academic career making, and while the suggested workarounds will not bring instant revolutionary change, they can help academic activists thrive and create change through feminist scholarship and activism. [ABSTRACT FROM AUTHOR]

In this paper, we examine the relationships between rage and humour as politicizing forces among youth climate activists. In the context of FossilFree UofT, a university-based climate action campaign, we traced the learning and political development of activists engaged in a Women's Caucus. We argue snark served the pedagogical purpose of grievance construction and identity development as it enabled participants to express rage, take an agentic stance toward solutions, and build solidarity. We argue that snark should be understood as a pedagogically productive process through which participants developed a political analysis, shared identity as feminists, shifted their epistemological orientations, and became practiced at being angry and advocating for their own leadership. [ABSTRACT FROM AUTHOR]

This paper explores the role played by women activists and educators in mobilising community education to support new opportunities for women's activism in the context of Myanmar's political transition. Recent political reorientations in Myanmar which have resulted in a civilian-led democracy emerging from a repressive military regime, have facilitated increased international contact. Myanmar women activist-educators are rejecting hierarchical relationships and the sterile reproductions of idealised female citizenship evident in some training practices and are promoting a conceptualisation of feminist education. I reflect on the dynamics of this feminist activism, including the adaptation of feminist concepts and terminology, as articulated by activists, and I explore responses to the new avenues for women's engagement which are opening up in the first inter-election cycle. [ABSTRACT FROM AUTHOR]