Breaking the silence: A feminist call to action

Parizeau, Kate; Shillington, Laura; Hawkins, Roberta; Sultana, Farhana; Mountz, Alison; Mullings, Beverley; Peake, Linda

doi:10.1111/cag.12265

Cited by 36 publications

(24 citation statements)

References 20 publications

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“…The words of respondents are thus drawn on extensively to illustrate their experiences in these contexts. We recognise that the terminology associated with mental health and wellbeing is complex, nuanced and value‐laden (see, for example, Parizeau et al., ; Peake & Mullings, ; Price & Kerschbaum, ). We therefore use respondents’ own ways of describing their conditions and experiences.…”

Section: Methodsmentioning

confidence: 99%

“…In this context, it is argued that a culture of heightened scrutiny and regulatory performance management has fostered working lives characterised by “the pervasiveness of overwork, multiple deadlines, unrealistic expectations, and cultures of competition” (Parizeau et al., , p. 197). These issues, coupled with an academic job market shaped by institutional efficiency measures (Kinman, ) and research and teaching practices which often require distinctive, intense forms of emotional labour (McGarrol, ), have been strongly linked to increased levels of stress and anxiety in universities (Berg et al., ).…”

Section: Introductionmentioning

confidence: 99%

“…() show how these anxieties are compounded by typical institutional approaches to mental health. Institutional responses typically individualise responsibility for requesting support (also Mullings et al, ), position individual disclosures as “problems” to be solved (also Parizeau et al, ), and so often make individuals feel distressingly “visible,” other, awkward or out‐of‐line. Little wonder, then, that many studies of (un)wellness in the neoliberal academy highlight experiences of considerable unease and unhappiness occasioned by “covering‐up” mental ill‐health in the workplace as individuals seek to “pass” as normatively‐able (England, ; Price et al., ) and adopt enclosive, non‐disclosive tactics in relation to their conditions and needs (Horton & Tucker, ).…”

Section: Introductionmentioning

confidence: 99%

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“The show must go on!” Fieldwork, mental health and wellbeing in Geography, Earth and Environmental Sciences

Tucker

Horton

2018

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Fieldwork is central to the identity, culture and history of academic Geography, Earth and Environmental Sciences (GEES). However, in this paper we recognise that, for many academic staff, fieldtrips can be a profoundly challenging "ordeal,"ill-conducive to wellness or effective pedagogic practice. Drawing on research with 39 UK university-based GEES academics who self-identify as having a mental health condition, we explore how mental health intersects with spaces and expectations of fieldwork in Higher Education. We particularly focus on their accounts of undertaking undergraduate residential fieldtrips and give voice to these largely undisclosed experiences. Their narratives run counter to normative, romanticised celebrations of fieldwork within GEES disciplines. We particularly highlight recurrent experiences of avoiding fieldwork, fieldwork-as-ordeal, and "coping" with fieldwork, and suggest that commonplace anxieties within the neoliberal academyabout performance, productivity, fitness-to-work, self-presentation, scrutiny and fear-of-falling-behind -are felt particularly intensely during fieldwork. In spite of considerable work to make fieldwork more accessible to students, we find that fieldbased teaching is experienced as a focal site of distress, anxiety and ordeal for many GEES academics with common mental health conditions. We conclude with prompts for reflection about how fieldwork could be otherwise.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“The show must go on!” Fieldwork, mental health and wellbeing in Geography, Earth and Environmental Sciences

Tucker

Horton

2018

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“…Critique from both political economy and social justice paradigms points to the exclusionary, unjust nature of capitalism, and how it is economically misguided (Berg, 2013(Berg, , 2015Newson, 2012;Pain, Kesby & Askins, 2011). More recently, these debates are being connected to issues of well-being (Gill, 2009;Moss, 2012), mental health (Parizeau et al, 2016), and calls for "slow scholarship" (Mountz et al, 2015). Our interest in the following sections is on explicitly drawing out the emotional effects of managerialism and individualism to think through a politics of care.…”

Section: Making Sense With Carementioning

confidence: 99%

Feeling our way: academia, emotions and a politics of care

Askins

Blažek

2016

Social & Cultural Geography

112

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This paper aims to better understand the role of emotions in academia, and their part in producing, and challenging, an increasingly normalized neoliberal academy. It unfolds from two narratives that foreground emotions in and across academic spaces and practices, to critically explore how knowledges and positions are constructed and circulated. It then moves to consider these issues through the lens of care as a political stance towards being and becoming academics in neoliberal times. Our aim is to contribute to the burgeoning literature on emotional geographies, explicitly bringing this work into conversation with resurgent debates surrounding an ethic of care, as part of a politic of critiquing individualism and managerialism in (and beyond) the academy. We consider the ways in which neoliberal university structures circulate particular affects, prompting emotions such as desire and anxiety, and the internalisation of competition and audit as embodied scholars. Our narratives exemplify how attendant emotions and affect can reverberate and be further reproduced through university cultures, and diffuse across personal and professional lives.We argue that emotions in academia matter, mutually co-producing everyday social relations and practices at and across all levels. We are interested in their political implications, and how neoliberal norms can be shifted through practices of caring-with.

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“…The conditions leading to the emergence of the WGGRN in Aotearoa New Zealand are reflective of concerns held elsewhere (Morin (2009); The SIGJ2 Writing Collective 2012; Mountz et al 2015): the reality that women's careers in the academy (and outside of it) are still influenced by gendered practices and attitudes (e.g. Kemelgor & Etzkowitz 2001;Longhurst & Johnston 2015;Antecol et al 2016;Smith et al 2016); the isolating and bodily effects of the neoliberal university as we are confronted by the ever-increasing demands of academic life (Mountz et al 2015;Parizeau et al 2016); the mantra of 'publish or perish', expectations of long working hours and a constant pressure to attract external research funds (Winefield et al 2003;Davies & Petersen 2005;Kinman & Wray 2013;Mountz et al 2015); and the burden of care workfor our students and for our colleagueswhich falls disproportionately on women (e.g. Barnes-Powell & Letherby 1998;Antecol et al 2016).…”

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confidence: 99%