'Why Does This Make Me So Angry?': Using Self-Study to Uncover Hidden Epistemological Frames for Academic Identity Development.
This study explores how two female-presenting tenured faculty navigate the tensions of engaging in scholarship while also being tapped to fulfil intensive service obligations to their respective academic departments. In this way, we use our everyday lived experiences as associate professors to exami...
| Published in: | Alternation Vol. 28; no. 2; pp. 65 - 89 |
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| Main Authors: | , |
| Format: | Article |
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Alternation, University of KwaZulu-Natal
2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=155068696&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 155068696 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10231757 L2WQ jtl: Alternation issn: 10231757 maglogo: N pubinfo: dt: 2021 vid: 28 iid: 2 pid: 43625 pub: Alternation, University of KwaZulu-Natal artinfo: ui: 155068696 10.29086/2519-5476/2021/v28n2a4 ppf: 65 ppct: 24 formats: tig: atl: 'Why Does This Make Me So Angry?': Using Self-Study to Uncover Hidden Epistemological Frames for Academic Identity Development. aug: au: Morettini, Brianne Luet, Kathryn affil: Associate Professor Brianne Morettini, Department of Interdisciplinary and Inclusive Education, College of Education, Rowan University Glassboro, New Jersey, United States of America Associate Professor Kathryn Luet, Department of Language, Literacy, and Sociocultural Education, College of Education, Rowan University, Glassboro, New Jersey, United States of America su: Identity (Psychology) Autodidacticism Feminist theory Social cohesion Academic departments Nonformal education Feminism sug: subj: Identity (Psychology) Autodidacticism Feminist theory Social cohesion Academic departments Nonformal education Feminism keyword: academic identity development critical friends post-structural feminism self-study ab: This study explores how two female-presenting tenured faculty navigate the tensions of engaging in scholarship while also being tapped to fulfil intensive service obligations to their respective academic departments. In this way, we use our everyday lived experiences as associate professors to examine social cohesion and our own processes of becoming in our fluid academic identities. The purposes of this study are to use self-study to 1) explore the informal education of non-scripted work for tenured faculty; and 2) to uncover hidden epistemological frames for understanding our academic identity that are left otherwise subdued in the patriarchal contexts of higher education. Using sensemaking theory and post-structural feminism to theoretically frame our exploration, two critical friends engaged in a form of intimate scholarship to explore their post-tenure experiences of resisting patriarchal institutional norms that subjugate women to service roles. This study demonstrates an ontological commitment to methodological inventiveness that recognizes and validates the emotive aspects of experience and being. Key findings include the need for more widespread realizations of how emotionally engaged research is a fruitful way to explore social cohesion in the context of higher education in that it may uncover subjugated aspects of self in academic identity development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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