{"title":"Affective alignment and epistemic polarization: the case of feminist research in the neoliberalized university","authors":"Rebecca W. B. Lund","doi":"10.1080/09540253.2023.2215067","DOIUrl":null,"url":null,"abstract":"ABSTRACT This article explores affective alignment and epistemic polarization in the field of feminist research, resulting from the neoliberalization of the universities and a performance-oriented research economy. Previous research has described and analysed the ‘epistemic splitting’ that feminist scholars engage in to live up to standardized performance measures and be perceived as ‘proper knowers’ in the neoliberalized university. This article is based on data from 26 interviews with feminist academics, presented as 5 composites, that let us in on their practices and socially organized experiences within the neoliberalized academy. I draw on Sarah Ahmed’s theory of affective alignments to analyse how practices of epistemic splitting are affectively instigated and impelled.","PeriodicalId":12486,"journal":{"name":"Gender and Education","volume":"68 11","pages":"437 - 453"},"PeriodicalIF":2.0000,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gender and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09540253.2023.2215067","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT This article explores affective alignment and epistemic polarization in the field of feminist research, resulting from the neoliberalization of the universities and a performance-oriented research economy. Previous research has described and analysed the ‘epistemic splitting’ that feminist scholars engage in to live up to standardized performance measures and be perceived as ‘proper knowers’ in the neoliberalized university. This article is based on data from 26 interviews with feminist academics, presented as 5 composites, that let us in on their practices and socially organized experiences within the neoliberalized academy. I draw on Sarah Ahmed’s theory of affective alignments to analyse how practices of epistemic splitting are affectively instigated and impelled.
期刊介绍：
Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.
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