Read more
This book offers a contemporary account of what it means to inhabit academia as a privilege, risk, entitlement or a failure. Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are feminist voices felt, heard, received, silenced, and masked? What is it to be a feminist academic in the neoliberal university? How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists? The volume consider these issues from across the career course, including from 'early career' and senior established scholars, as these diverse categories are themselves entangled in academic structures, sentiments and subjectivities; they are solidified in, for example, entry and promotion schemes as well as funding calls, and they ask us to identify in particular stages of 'being' or 'becoming' academic, while arguably denying the possibility of ever arriving. It will be essential reading for students and researchers in the areas of Education, Sociology, and Gender Studies.
List of contents
Chapter 1. Introduction; Yvette Taylor & Kinneret Lahad.- Chapter 2. Failure to Launch? Feminist Endeavours as a Partial Academic; Heather Shipley.- Chapter 3. Feminist Conference Time: Aiming (not) to have Been There; Emily F. Henderson.- Chapter 4. Navigating the Emotional Landscapes of Academia: Queer Encounters; Yvette Taylor.- Chapter 5. Performing 'Foreign Talentness' in a Chinese University: An Auto-ethnographical Account; Lauren Ila Misiaszek.- Chapter 6. Writing Yourself In? The Price of Playing the (Feminist) Game in Academia; Sarah Burton.- Chapter 7. Work and Neoliberal-corporatist University; Laura Lovin.- Chapter 8. Feel the Fear and 'Feminist' Anyway: Being a Challenging Presence in the Neoliberal University; Órla Meadhbh.- Chapter 9. Feeling Ambivalent in Early Career Academia: Auto-ethnographic Tales of 'Success' and 'Failure'; Maddie Breeze.- Chapter 10. Gender and Waiting in Everyday Academic Life; Barbara Read & Lisa Bradley.- Chapter 11. A Long Goodbye to the 'GoodGirl': An Auto-ethnographic Account; Pat Thomson.- Chapter 12. Being and Becoming Academic: A Collaborative Exploration of Academic Identities; Susanne Gannon, Karin MacKay, Sarah Powell & Clare Power.- Chapter 13. Crying on Campus; Daphna Hacker.- Chapter 14. When Love Becomes Self-abuse: Gendered Perspectives on Unpaid Labor in Academia; Francesca Coin.- Chapter 15. Teaching Gender in a Postfeminist Management classroom; Nick Rumens.- Chapter 16. Digital Scholars: A Feeling for the Academic Game; Cristina Costa.
About the author
Yvette Taylor is Professor of Education at the University of Strathclyde, UK, and has held a Fulbright Scholarship at Rutgers University, USA, in 2010-2011, as well as a British Academy mid-career fellowship 'Critical Terrain: Dividing Lines and Lives' in 2013-2014.
Kinneret Lahad is a senior lecturer at the NCJW Women and Gender Studies Program at Tel Aviv University, Israel. She has been a visiting scholar at Columbia University, USA, Venice International University and Ca'Foscari University, Italy, and an honorary research fellow at Manchester University, UK.
Summary
This book offers a contemporary account of what it means to inhabit academia as a privilege, risk, entitlement or a failure. Drawing on international perspectives from a range of academic disciplines, it asks whether feminist spaces can offer freedom or flight from the corporatized and commercialized neoliberal university. How are feminist voices felt, heard, received, silenced, and masked? What is it to be a feminist academic in the neoliberal university? How are expectations, entitlements and burdens felt in inhabiting feminist positions and what of 'bad feeling' or 'unhappiness' amongst feminists? The volume consider these issues from across the career course, including from 'early career' and senior established scholars, as these diverse categories are themselves entangled in academic structures, sentiments and subjectivities; they are solidified in, for example, entry and promotion schemes as well as funding calls, and they ask us to identify in particular stages of 'being' or 'becoming' academic, while arguably denying the possibility of ever arriving. It will be essential reading for students and researchers in the areas of Education, Sociology, and Gender Studies.
