Exploring a Timeless Academic Life

Yoo, Joanne

doi:10.1177/1077800417745102

Cited by 10 publications

(4 citation statements)

References 17 publications

(20 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Por lo tanto, el profesorado que accede a las primeras figuras de esta carrera universitaria, pone sus esfuerzos en estos méritos que sabe que van a ser definitorios para pasar las siguientes acreditaciones y poder concursar con garantías en las plazas sucesivas; de modo que, el acceso a la profesión docente universitaria se convierte en una carrera de obstáculos (Yoo, 2019), muy especialmente, como veremos en el siguiente apartado, para quienes beben de la investigación cualitativa, pudiendo verse abocados a renunciar a los principios del paradigma interpretativo, para tener cabida en determinados foros de difusión. 6 Otro análisis interesante que no es objeto de este trabajo, podría ser cómo esta necesidad de hacer currículum deja de lado el aspecto docente en el profesorado universitario para centrarlo en la producción de artículos, dado el peso de estos últimos tanto en los baremos de las plazas como en los de las acreditaciones.…”

Section: Síntesis De La Carrera Universitaria En Españaunclassified

Estado y problemas de la investigación cualitativa en Educación: Divulgación, investigación y acceso del profesorado universitario

Navas

Salarirche

Granados

2021

EPAA

View full text Add to dashboard Cite

This paper presents a reflexive panorama focusing the problems of divulgation of qualitative research results in Spain. In our experience, we observe that there is no equity between quantitative and qualitative methodologies, with a clear predominance of quantitative methods, which has made reliability in the qualitative methodology as a rigorous research approach to be seen strongly affected. To inquire into this situation, the production in high-impact Spanish journals of the last five years has been analysed, classifying the type of articles published according to methodology, as well as their focus and scope policies. On the other hand, in order to contrast the information with the documentary analysis, researchers in qualitative research, as well as students, have been interviewed about the problem of publishing in journals with high impact and the difficulties in obtaining research projects with this approach. Among the reasons that have led to this situation we find that, the access of university professors, focused mainly on merits of publications and research; and the preference of quantitative work impact journals derived, among other issues related to hegemonic thinking about how rigorous knowledge is generated, produces significant imbalances between both methodologies. We conclude the article considering possible proposals that presumably will value the richness of qualitative research as an indispensable part of scientific thinking in education.

show abstract

Section: Síntesis De La Carrera Universitaria En Españaunclassified

Estado y problemas de la investigación cualitativa en Educación: Divulgación, investigación y acceso del profesorado universitario

Navas

Salarirche

Granados

2021

EPAA

View full text Add to dashboard Cite

show abstract

“…Ellis (2011) states there is always so much work to do we can lose ourselves and what we love outside of academia because we become totally absorbed by the very thing [an academic life] we view as a calling. Yoo recognizes that “academia often attracts individuals with a strong drive for success,” and she says, “there's no end to how much you can work, how many papers or grant applications you can write, or how many conferences you can attend” (2019, p. 194). This circumstance of never‐ending work reminds me of George Michael's song, What She Wants with the “she” being the neoliberal university (Foster, 2017).…”

Section: A Black Woman's Experience In the Us Education Systemmentioning

confidence: 99%

Disrupting institutional erasure: Organizational exit, remembrance, value, and the need to matter

Hendrix

2021

Gender Work & Organization

View full text Add to dashboard Cite

Nearing the end of my career, this narrative reflects my thoughts as I enter unknown territory-exiting my postsecondary institution and entering retirement. After a lifetime of working, this piece lays bare my (a) thoughts about being a Black female professor continually fighting for credibility in an academic war zone during my career and (b) apprehension as I ponder the aging process and what the future holds. My desire is not only to be accorded faculty emeritus status but to be remembered as an asset. Don't we all want to be viewed as valuable? Consistent with the scholarship about psychological needs to matter, after retirement, I want to reflect on my career believing my colleagues remember the importance of my presence, their ability to depend on me, and how much better academic life would be where I still on board.

show abstract

“…At the same time, there are possibilities for temporal discontinuities that smash horizontal time up and dig out a writing space in vertical time. Here, speed is no longer the only option, as we can move in a multitude of temporal directions, in ‘a sense of spaciousness, of expanding and suspended time’ (Yoo, 2019b: 192). As we have seen, there is no set genre for vertical writing.…”

Section: Being Movedmentioning

confidence: 99%

Temporality lost: A feminist invitation to vertical writing that shakes the ground

Helin

2020

Organization

View full text Add to dashboard Cite

Are we, as academics, stuck in a horizontal temporality, organised by the clock, that flattens our work, our words? In reading feminist work by Märta Tikkanen, Hélène Cixous, and others, a rupture strikes, establishing another temporality: vertical time. Is it possible, I ask, to learn from these authors and engage in academic writing in verticality? The answer is: Yes! Through an in-depth reading of special pieces, I see clearly that when we use our scholarly voice to write from within our vulnerabilities, it becomes possible to climb all the way up or dig ourselves deep down. In other words, we can ‘go deep’ in the sense of touching that which is most important, as well as finding ways to ‘fly high,’ through writing. This shows that writing and temporality are always already interweaved with each other because writing produces temporalities just as temporality at play produces writing. In this writing-temporality meshwork, there seems to be no set genre for vertical writing. Rather, it consists of a multitude of practices, written in the instant, from within the urgency of articulating that which matters.

show abstract

Exploring a Timeless Academic Life

Cited by 10 publications

References 17 publications

Estado y problemas de la investigación cualitativa en Educación: Divulgación, investigación y acceso del profesorado universitario

Estado y problemas de la investigación cualitativa en Educación: Divulgación, investigación y acceso del profesorado universitario

Disrupting institutional erasure: Organizational exit, remembrance, value, and the need to matter

Temporality lost: A feminist invitation to vertical writing that shakes the ground

Contact Info

Product

Resources

About