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https://doi.org/10.17645/si.v9i3.4074
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Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia
[Zeitschriftenartikel]
Abstract This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemo... mehr
This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemonic academic. Failing to align with this ideal can engender a sense of dislocation conceptualised as unbelonging. The mechanisms through which hegemonic academic identity is constituted and unbelonging is experienced are mapped onto three domains: the institutional, the ideological, and the embodied. The framework reveals the mutable and intersecting nature of these zones, highlighting the complex dynamics of unbelonging and the attendant challenge presented to inclusion projects when many apparatuses of exclusion are perceived as fundamental to what HE is for, what an academic is, and how academia functions.... weniger
Thesaurusschlagwörter
Großbritannien; Akademiker; Belegschaft; Hochschule; Hochschulbildung; Diversität; Inklusion; wissenschaftlicher Mitarbeiter
Klassifikation
Bildungswesen tertiärer Bereich
Berufsforschung, Berufssoziologie
Freie Schlagwörter
academia; academic staff; alienation; belonging; diversity and inclusion; higher education; impostor syndrome; inequalities; unbelonging
Sprache Dokument
Englisch
Publikationsjahr
2021
Seitenangabe
S. 16-26
Zeitschriftentitel
Social Inclusion, 9 (2021) 3
Heftthema
Inclusive Universities in a Globalized World
ISSN
2183-2803
Status
Veröffentlichungsversion; begutachtet (peer reviewed)