Mapping Movements and Motivations: An Autoethnographic Analysis of Racial, Gendered, and Epistemic Violence in Academia

Behl, Natasha

doi:10.1353/ff.2019.0010

Cited by 13 publications

(7 citation statements)

References 28 publications

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“…These scholars describe a sense of “homelessness,” feeling a lack of safety or security in academic settings (Atay, 2018; Batac, 2021; Duncan et al, 2021; Sykes, 2021). Some describe academia as a place of professional, emotional, and epistemic violence and aggression (Behl, 2019; Simatele, 2018), which causes them to question their own efficacy (Goings, 2015) and connection with their communities (Montoya, 1994). Authors note resistance and challenges by students in the classroom, particularly concerning issues of race and privilege (Brooms & Brice, 2017; Chan et al, 2021).…”

Section: What Is It Like? Othered Experience In Academiamentioning

confidence: 99%

In Their Experience: A Review of Racial and Sexual Minority Experience in Academe and Proposals for Building an Inclusive Criminology

et al. 2022

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Feminist criminologists were pioneers in highlighting that academics’ standpoints (i.e., their social and societal positionalities) influence which “objective” truth they tell. Testimonies, the sharing of one's story, can provide important angles to our understandings of social phenomenon, including of life in the academic sphere. In the present work, we introduce our conceptualization of “inclusive criminology” as a framework for integrating criminological inquiry into a cohesive whole which asserts societies’ rights to valid and complete knowledge as requiring inclusion of previously marginalized identities. In response to this requisite, we conduct a review of published testimonial narratives within criminology and criminal justice (CCJ) as well as a sample of works from other social sciences to inform recommendations on how to meet this inclusive aim.

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Section: What Is It Like? Othered Experience In Academiamentioning

confidence: 99%

In Their Experience: A Review of Racial and Sexual Minority Experience in Academe and Proposals for Building an Inclusive Criminology

et al. 2022

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“…In 2016, I moved to the United Kingdom to pursue my PhD in gender and social policy. Ultimately, what I really wanted was to write because “writing is a political act, a way of reclaiming power” (Behl, 2019, p. 88) and of finding my own voice. I remember going to the British Library when I first arrived, standing in the middle of its courtyard, spreading my arms, and saying “I will cherish this opportunity and promise to work as hard as I can.” I thought at the time that because I had succeeded in securing a PhD scholarship, I would be able to write freely and unrestricted.…”

Section: Entering Academia: a Journey Into Whitenessmentioning

confidence: 99%

Surviving British Academia in the time of COVID‐19: A critical autoethnography of a woman of color

Elhinnawy

2022

New Horiz Adult Ed & HR Dev

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This critical autoethnography is an account of my experiences as a woman of color (WoC) academic at a predominantly White institution in the times of COVID-19 and the consequential turn to online teaching and learning. It reflects on how the pandemic has exacerbated my experiences of discrimination, marginalization, isolation, and the struggles to find a balance between my personal and professional identities. Guided by intersectionality, the article explores the ways in which multiple forms of inequality are perpetuated within academia through my own lived experiences. It also explores the ways in which I, as a WoC and an early career academic (ECA), learned to navigate the intersections of gender, race, ethnicity, and motherhood amid the pandemic. In writing this article, my hope is to adjoin the voices of WoC in British Academia calling for an urgently needed open dialog with those in positions of power. K E Y W O R D Sacademia, COVID-19 pandemic, critical autoethnography, ethnicity, gender, intersectionality, motherhood, race, women of color PROLOGUE I wrote and rewrote this article while sitting at my dining table in my 50 m 2 (538 sq. ft.) flat, where I spent most of the COVID-19 lockdowns. In writing, I felt compelled to reflect on my feelings of apprehension, anger, frustration, and exhaustion. In only a few months of my appointment as a permanent lecturer in a British higher education institution, the "system faced a sudden transition to remote teaching and learning" (Malisch et al., 2020, p. 15738) because of the COVID-19 pandemic. The story I tell here is about my experiences during the pandemic. But for the reader to understand these experiences and their implications, I must first tell the story of my experiences before the pandemic; experiences that mirror many who preceded me, and certainly many who will follow. Despite feeling fortunate to be one of the few PhD graduates who find a career in British Academia, I am stumped by the inequalities I must endure. I was the first woman of color (WoC) appointed, and the least paid among all newly hired-both male and female in 2019. This is in addition to experiencing microaggressions, marginalization, dismissal, and other unpleasant situations. I share these experiences with the intent of encouraging academics from underrepresented populations to persevere.

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“…When producing a narrative about lived experience in academia, the question is posed as to whether the absence of such narratives negates the worthiness of the lived experience (Toepell, 2003). By producing a reflexive understanding of ourselves in our writing (Behl, 2019) we are establishing ourselves as dominating our narrative through both "gifted storytelling" (Terare & Rawsthorne, 2020, p. 956) and a professional sense of social work practice wisdom and collective understanding (Weick, 2000).…”

Section: Researching Our Lived Experiencementioning

confidence: 99%

When you become the lived experience: The journey backwards from academia

Fox

Wayland

2020

ANZSWJ

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The transition from lived experience to social work researcher or teacher is well known and, in many ways, an expected pathway. What is less documented is the lived experience that happens to the social work researcher or teacher, the moment the researcher becomesthe research topic, or the teacher becomes the lesson. In writing these reflections we, the authors, have reflected on, and engaged with, our experience as researchers and academics who know and understand grief from a distance. We have previously positioned ourselves as experts and, through lived experience, have come to a place of not knowing. From there we have stumbled awkwardly on to new understandings, hopefully to enrich our future research and teaching.

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Mapping Movements and Motivations: An Autoethnographic Analysis of Racial, Gendered, and Epistemic Violence in Academia

Cited by 13 publications

References 28 publications

In Their Experience: A Review of Racial and Sexual Minority Experience in Academe and Proposals for Building an Inclusive Criminology

In Their Experience: A Review of Racial and Sexual Minority Experience in Academe and Proposals for Building an Inclusive Criminology

Surviving British Academia in the time of COVID‐19: A critical autoethnography of a woman of color

When you become the lived experience: The journey backwards from academia

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