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To do feminism and to be a feminist in higher education is to
repeat oneself: to insist on gender equality as more than
institutional incorporation and diversity auditing, to insert
oneself into and against neoliberal measures, and to argue for
nuanced intersectional feminist analysis and action. This book
returns to established feminist strategies for taking up academic
space, re-thinking how feminists inhabit the university and pushing
back against institutional failures. The authors assert the
academic career course as fundamental to understanding how feminist
educational journeys, collaborations and cares and ways of knowing
stretch across and reconstitute academic hierarchies,
collectivising and politicising feminist career successes and
failures. By prioritising interruptions, the book navigates through
feminist methods of researcher reflexivity, autoethnography and
collective biography: in doing so, moving from feminist identity to
feminist practice and repeating the potential of queer feminist
interruptions to the university and ourselves.
This book explores seriousness in practice in the unique sports
context of contemporary women's flat track roller derby. The author
presents a stimulating argument for a sociology of seriousness as a
productive contribution to understandings of gender, organization
and the mid-ranges of agency between dichotomies of voluntarism and
determinism.
This handbook explores feeling like an ‘imposter’ in higher
education and what this can tell us about contemporary educational
inequalities. Asking why imposter syndrome matters now, we
investigate experiences of imposter syndrome across social
locations, institutional positions, and intersecting inequalities.
Our collection queries advice to fit-in with the university, and
authors reflect on (not)belonging in, with and against educational
institutions. The collection advances understandings of imposter
syndrome as socially situated, in relation to entrenched
inequalities and their recirculation in higher education. Chapters
combine creative methods and linger on the figure of the
‘imposter’ - wary of both individualising and celebrating
imposters as lucky, misfits, fraudsters, or failures, and
critically interrogating the supposed universality of imposter
syndrome.
This handbook explores feeling like an 'imposter' in higher
education and what this can tell us about contemporary educational
inequalities. Asking why imposter syndrome matters now, we
investigate experiences of imposter syndrome across social
locations, institutional positions, and intersecting inequalities.
Our collection queries advice to fit-in with the university, and
authors reflect on (not)belonging in, with and against educational
institutions. The collection advances understandings of imposter
syndrome as socially situated, in relation to entrenched
inequalities and their recirculation in higher education. Chapters
combine creative methods and linger on the figure of the 'imposter'
- wary of both individualising and celebrating imposters as lucky,
misfits, fraudsters, or failures, and critically interrogating the
supposed universality of imposter syndrome.
To do feminism and to be a feminist in higher education is to
repeat oneself: to insist on gender equality as more than
institutional incorporation and diversity auditing, to insert
oneself into and against neoliberal measures, and to argue for
nuanced intersectional feminist analysis and action. This book
returns to established feminist strategies for taking up academic
space, re-thinking how feminists inhabit the university and pushing
back against institutional failures. The authors assert the
academic career course as fundamental to understanding how feminist
educational journeys, collaborations and cares and ways of knowing
stretch across and reconstitute academic hierarchies,
collectivising and politicising feminist career successes and
failures. By prioritising interruptions, the book navigates through
feminist methods of researcher reflexivity, autoethnography and
collective biography: in doing so, moving from feminist identity to
feminist practice and repeating the potential of queer feminist
interruptions to the university and ourselves.
This book offers new interdisciplinary analyses of borders and
blockages in higher education and how they can be inhabited and
reworked. Amidst stratified inequalities of race, gender, class and
sexuality, across time and space, contributors explore what
alternative academic futures can be claimed. While higher education
institutions are increasingly concerned with
'internationalization', 'diversity', and 'widening access and
participation', the sector remains complicit in reproducing
entrenched inequalities of access and outcomes among both students
and staff: boundaries of who does and does not belong are
continually drawn, enacted, contested and redrawn. In the
contemporary neoliberal, entrepreneurial and 'post'-colonial
educational context, contributors critically examine educational
futures as these become more uncertain. This wide-ranging
collection serves as a call to action for those concerned with the
future of higher education, and how alternative futures can be
reimagined.
This book offers new interdisciplinary analyses of borders and
blockages in higher education and how they can be inhabited and
reworked. Amidst stratified inequalities of race, gender, class and
sexuality, across time and space, contributors explore what
alternative academic futures can be claimed. While higher education
institutions are increasingly concerned with
'internationalization', 'diversity', and 'widening access and
participation', the sector remains complicit in reproducing
entrenched inequalities of access and outcomes among both students
and staff: boundaries of who does and does not belong are
continually drawn, enacted, contested and redrawn. In the
contemporary neoliberal, entrepreneurial and 'post'-colonial
educational context, contributors critically examine educational
futures as these become more uncertain. This wide-ranging
collection serves as a call to action for those concerned with the
future of higher education, and how alternative futures can be
reimagined.
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