Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia
| Autor: | Wren Butler, Jessica |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Bildung und Erziehung
Wirtschaft Education Economics academia academic staff alienation belonging diversity and inclusion higher education impostor syndrome inequalities unbelonging Bildungswesen tertiärer Bereich Berufsforschung Berufssoziologie University Education Occupational Research Occupational Sociology Großbritannien Akademiker Belegschaft Hochschule Hochschulbildung Diversität Inklusion wissenschaftlicher Mitarbeiter Great Britain academic staff university university level of education diversity inclusion scientific associate |
| Zdroj: | Social Inclusion, 9, 3, 16-26, Inclusive Universities in a Globalized World |
| Druh dokumentu: | Zeitschriftenartikel<br />journal article |
| ISSN: | 2183-2803 |
| DOI: | 10.17645/si.v9i3.4074 |
| Popis: | 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. |
| Databáze: | SSOAR – Social Science Open Access Repository |
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