'The still-moving position' of the 'working-class' feminist academic: dealing with disloyalty, dislocation and discomfort.
This paper examines the relationship of working-class feminist academics to the Academy. Our paper interrogates tensions between resistance and submission from the perspective of four educationally successful working-class women who have become academics. The paper starts with an overview of the sta...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 42; no. 1; pp. 30 - 45 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149012839&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149012839 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Feb2021 vid: 42 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 149012839 10.1080/01596306.2020.1767936 ppf: 30 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1MB tig: atl: 'The still-moving position' of the 'working-class' feminist academic: dealing with disloyalty, dislocation and discomfort. aug: au: Wilson, Annabel Reay, Diane Morrin, Kirsty Abrahams, Jessie affil: School of Social Sciences, Cardiff University, Cardiff, UK Department of Education, University of Cambridge, Cambridge, UK Sociology, Social Policy and Criminology, University of Liverpool, Liverpool, UK School of Education, University of Bristol, Bristol, UK su: Feminists Twenty-first century Higher education Injunctions sug: subj: Feminists Twenty-first century Higher education Injunctions keyword: academia feminist inequality organic intellectual resistance Working class ab: This paper examines the relationship of working-class feminist academics to the Academy. Our paper interrogates tensions between resistance and submission from the perspective of four educationally successful working-class women who have become academics. The paper starts with an overview of the state of the Academy at the beginning of the twenty-first century before addressing the conundrum that, for women from working-class backgrounds, success is often configured as, or feels like, failure. The paper develops and reflects on four central themes: the dilemmas of belonging within higher education, the challenge of continuing class exclusions, the oppressive and exploitative class relations that remain and are rarely recognised or addressed, and finally, the difficulties around sustaining 'authentic' and meaningful relationships with the still working-class. We conclude with questions and suggestions about what possibilities exist for those of us who grew up working-class to put into practice Bourdieu's injunction to be organic intellectuals. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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