This chapter examines the centrality of writing in how feminist women academics engage with the neoliberal university. In this, I focus on the experiences of U.K. sociologists and question the extent to which feminist positions are able to 'become', 'arrive', or assert themselves as legitimate within the academy. Orienting itself around specific accounts of how sociologists negotiate the demands of the Research Excellence Framework (REF) 1 , the chapter looks at narratives of affect in writing practices and how these relate to the production of knowledge understood as legitimate within the discipline. In doing so, the chapter raises the provocative question of how far it is really possible to 'write oneself in' to academia? The discussions here build on scholarship examining the often precarious place of the 'early career' feminist researcher in global higher education spaces (Thwaites and Pressland 2017), as well as that which considers the classed experiences of creating and narrating 'value' in research (Addison 2012). Within this contenxt, this chapter engages with the experiences of feminists in the academy, to ask to what extent is it feasible for a feminist position to be a legitimate(d) position?
This short reflective piece uses the concept of 'home' to explore sociology as an intellectual and disciplinary pursuit. Drawing on autobiographical reflections and ethnographic study of sociology writing, I consider some of the trajectories of academics into sociology and what these tell us about the discipline itself. In light of increasing incursions by audit culture and marketization of academia, Holmwood (2010) has drawn attention to a lack of clear internal identity as being 'sociology's misfortune' -that sociology loses out, and is weakened by lacking theories and methodologies specific to the discipline. This essay takes a more optimistic view of sociology's position, and instead argues that it is this very ambiguity which keeps the discipline a lively and vital space for explorations of the social.
This article presents a critical uncovering of the continued dominance of whiteness and maleness in processes and practices of knowledge formation. Tracking the figure of the ‘white theory boy’ or ‘dead white man’ across experiential accounts of theory, scholarship on canonicity, and pedagogical strategies, the article demonstrates his enduring authority in theoretical knowledge making and dissemination. Where this article moves somewhere different is its suggestion that a space of sympathy be extended to this hegemonic figure. Though the dominance of the ‘white theory boy’ undoubtedly perpetuates inequalities throughout social theoretic thought, it is necessary to locate a new method of tackling such ingrained problems. Though extending sympathy to the ‘white theory boy’ is perhaps initially counter-intuitive, my suggestion is that he does not hold the sort of monolithic power we might first assume. Bringing an intersectional analysis of gender, class, ‘race’ and ethnicity to bear on this figure, creates a space in which a more critical and fine-grained account of the relationship between power, knowledge, and social status can be uncovered. It is through extending this space of sympathy and mutual cooperation to ‘white theory boys’ that the practical and conceptual machinations of their power are further revealed. From here a more thorough dismantling of this power becomes possible.
Highlights of GAO-09-31, a report to congressional addressees To view the full product, including the scope and methodology, click on GAO-09-31. For more information, contact Randall B.
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