Abstract:In March 2020, in response to the COVID-19 global pandemic, universities and colleges across the United States began to unroll plans to shift residential teaching to remote or virtual learning environments. As feminist scholars primarily located in the US academy, we are invested in mapping longer genealogies of crises in the settler-colonial US academy, delineating how racist, imperial, and hierarchical structures that are replicated and reinstated by the academy formulate continuous and ongoing discursive and material violence towards racialized, classed, and gendered minorities. By centering what we refer to as feminist modalities of care tthat center collective, communal, and transnational feminist interventions, this article challenges the imperatives of academic success and survival beyond the logics of emergency and crisis. We explore the interlinked transnational discourses of emergency and crisis, mapping their travels and circulations in local and global academic networks in ways that reproduce systemic inequalities and the politics of value that inform power hierarchies within the academy. Energized by a refusal to normalize crises, this essay is invested in showing how feminist interventions, here explored under three modalities, including research and teaching collaborations and coalitions that take place inside and beyond the academy and against its competitive logics, can challenge the imperatives of academic survival premised on notions of individualistic care, productivity, and worth.
{"title":"Imagining Feminist Academic Collaborations Beyond Exceptionalized Crises","authors":"Dana M. Olwan, Carol W. N. Fadda","doi":"10.1353/ff.2022.0010","DOIUrl":"https://doi.org/10.1353/ff.2022.0010","url":null,"abstract":"Abstract:In March 2020, in response to the COVID-19 global pandemic, universities and colleges across the United States began to unroll plans to shift residential teaching to remote or virtual learning environments. As feminist scholars primarily located in the US academy, we are invested in mapping longer genealogies of crises in the settler-colonial US academy, delineating how racist, imperial, and hierarchical structures that are replicated and reinstated by the academy formulate continuous and ongoing discursive and material violence towards racialized, classed, and gendered minorities. By centering what we refer to as feminist modalities of care tthat center collective, communal, and transnational feminist interventions, this article challenges the imperatives of academic success and survival beyond the logics of emergency and crisis. We explore the interlinked transnational discourses of emergency and crisis, mapping their travels and circulations in local and global academic networks in ways that reproduce systemic inequalities and the politics of value that inform power hierarchies within the academy. Energized by a refusal to normalize crises, this essay is invested in showing how feminist interventions, here explored under three modalities, including research and teaching collaborations and coalitions that take place inside and beyond the academy and against its competitive logics, can challenge the imperatives of academic survival premised on notions of individualistic care, productivity, and worth.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116398417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:As US universities and colleges increasingly identify with neoliberal discourses of students as human capital and higher education as a direct investment in earning potential, the liberal arts and humanistic fields of study are valued only for their capacity to train students in "multicultural communication." The minimization of their intellectual project marks these fields as susceptible to terminal budget cuts, a long-standing trend intensified by the COVID-19 pandemic. Some humanists have responded to this devaluation by defending the humanities as sites that produce knowledge for knowledge's sake. Such reflections defend the older venerable humanistic traditions often at the expense of newer and lesser humanities, namely, Black studies and feminist studies. In a recent Forbes article, the president of the American Council of Trustees and Alumni argues that core language and humanities courses (e.g. writing, US history) should be protected, but "expensive fluff" courses should be eliminated as a cost-cutting measure. This "fluff" in fact represents the only significant epistemic challenge to the unreflective valuation of the Enlightenment project that birthed both scientific and humanistic traditions of study. This article analyzes recent COVID-related medical research to demonstrate how Black and feminist studies reject the assumptions of the Western canon in both humanities and STEM courses. Investing in these fields does not merely invest in students' communication skills, but in their ability to critically engage their home disciplines, fields of work, and political systems. Rather than defunding the interdisciplines, we urge institutions to model undergraduate studies more broadly in line with these fields.
摘要:随着美国大学和学院越来越多地将学生的新自由主义话语视为人力资本，将高等教育视为对收入潜力的直接投资，文科和人文学科的研究领域仅因其培养学生“多元文化交流”的能力而受到重视。他们的智力项目最小化标志着这些领域容易受到最终预算削减的影响，这一长期趋势因COVID-19大流行而加剧。一些人文主义者通过捍卫人文学科是为知识而产生知识的场所来回应这种贬值。这样的反思捍卫了古老而受人尊敬的人文传统，往往以牺牲较新的、较次要的人文学科为代价，即黑人研究和女权主义研究。在《福布斯》最近的一篇文章中，美国校董会(American Council of Trustees and Alumni)主席认为，核心语言和人文学科课程(如写作、美国历史)应该得到保护，但作为削减成本的措施，“昂贵的无用课程”应该被取消。事实上，这种“绒毛”代表了对启蒙运动的不反思评价的唯一重大认知挑战，启蒙运动诞生了科学和人文主义的研究传统。本文分析了最近与新冠病毒相关的医学研究，以展示黑人和女权主义研究如何在人文学科和STEM课程中拒绝西方经典的假设。对这些领域的投资不仅仅是对学生沟通技巧的投资，也是对他们批判性地参与自己的学科、工作领域和政治制度的能力的投资。我们敦促各院校更广泛地按照这些领域建立本科学习模式，而不是取消对跨学科的资助。
{"title":"COVID-19 and the Urgency of the Interdisciplines in the Corporate University","authors":"Maisam Alomar, Vineeta Singh","doi":"10.1353/ff.2022.0012","DOIUrl":"https://doi.org/10.1353/ff.2022.0012","url":null,"abstract":"Abstract:As US universities and colleges increasingly identify with neoliberal discourses of students as human capital and higher education as a direct investment in earning potential, the liberal arts and humanistic fields of study are valued only for their capacity to train students in \"multicultural communication.\" The minimization of their intellectual project marks these fields as susceptible to terminal budget cuts, a long-standing trend intensified by the COVID-19 pandemic. Some humanists have responded to this devaluation by defending the humanities as sites that produce knowledge for knowledge's sake. Such reflections defend the older venerable humanistic traditions often at the expense of newer and lesser humanities, namely, Black studies and feminist studies. In a recent Forbes article, the president of the American Council of Trustees and Alumni argues that core language and humanities courses (e.g. writing, US history) should be protected, but \"expensive fluff\" courses should be eliminated as a cost-cutting measure. This \"fluff\" in fact represents the only significant epistemic challenge to the unreflective valuation of the Enlightenment project that birthed both scientific and humanistic traditions of study. This article analyzes recent COVID-related medical research to demonstrate how Black and feminist studies reject the assumptions of the Western canon in both humanities and STEM courses. Investing in these fields does not merely invest in students' communication skills, but in their ability to critically engage their home disciplines, fields of work, and political systems. Rather than defunding the interdisciplines, we urge institutions to model undergraduate studies more broadly in line with these fields.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129531808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Globally escalating attacks on critical scholars and their scholarship demand a response that matches their urgency, intensity, and scale. But the struggle to mobilize academia as a transnational solidarity network is troubled by the complicated political affects attending the labors of solidarity, the uneven burdens of translating local struggles for diverse audiences, and the unequal access to mobility experienced by academics differently situated within hierarchies of citizenship, race/ethnicity, class, gender, and sexuality. Local and international solidarity efforts with over two thousand Academics for Peace, who in 2016 petitioned the Turkish state for a Turkish-Kurdish peace process and were summarily criminalized en masse, offers an opportunity to reflect on academia as just such a transnational solidarity network. This article offers a feminist analysis of solidarity efforts by and for Academics for Peace and maps the coalescing forces of neoimperialist war, nationalist/racist border xenophobia, heteromasculinist militarism, and academic neoliberalism that together shape the terrain on which flows of solidarity and exiled academics, migrants, and refugees are both facilitated and thwarted. The article concludes with attention to the alternative spaces of knowledge production created by these solidarity efforts and the potential these locales hold for revisioning academia itself.
{"title":"Transnational Solidarity? Academia and the Politics of Knowledge, Translation, and (Im)Mobility","authors":"Z. Korkman","doi":"10.1353/ff.2022.0007","DOIUrl":"https://doi.org/10.1353/ff.2022.0007","url":null,"abstract":"Abstract:Globally escalating attacks on critical scholars and their scholarship demand a response that matches their urgency, intensity, and scale. But the struggle to mobilize academia as a transnational solidarity network is troubled by the complicated political affects attending the labors of solidarity, the uneven burdens of translating local struggles for diverse audiences, and the unequal access to mobility experienced by academics differently situated within hierarchies of citizenship, race/ethnicity, class, gender, and sexuality. Local and international solidarity efforts with over two thousand Academics for Peace, who in 2016 petitioned the Turkish state for a Turkish-Kurdish peace process and were summarily criminalized en masse, offers an opportunity to reflect on academia as just such a transnational solidarity network. This article offers a feminist analysis of solidarity efforts by and for Academics for Peace and maps the coalescing forces of neoimperialist war, nationalist/racist border xenophobia, heteromasculinist militarism, and academic neoliberalism that together shape the terrain on which flows of solidarity and exiled academics, migrants, and refugees are both facilitated and thwarted. The article concludes with attention to the alternative spaces of knowledge production created by these solidarity efforts and the potential these locales hold for revisioning academia itself.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"289 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113998663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Praise Song that Refuses to Play Favorites, and: A Litany Travels, and: Solidarity, (For)ever","authors":"B. Thompson","doi":"10.1353/ff.2022.0014","DOIUrl":"https://doi.org/10.1353/ff.2022.0014","url":null,"abstract":"","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133795979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The University of Michigan denied tenure to four marginalized faculty members in 2007 and while wrestling with her own tenure challenges, Patricia Matthew brings these stories together. In many ways, these persons are marginalized from the intellectual community that graduate school fosters. [...]they are effectively rendered invisible to the campus community at large. The stigma attached to them, complicated by a healthy level of historical skepticism of social workers and mental health clinicians, may prevent scholars who struggle with anxiety and depression, for example, from availing themselves of any wellness resources and counseling services available to them on campus. In the age of COVID-19, the long-term effects of the disease for those who have survived it are yet to be fully understood and the impacts of the collective trauma are likely exacerbating for those who are already struggling with isolating physical conditions and mental health challenges.
{"title":"Written/Unwritten. Diversity and the Hidden Truths of Tenure ed. by Patricia Matthew (review)","authors":"Rosemarie Peña, Jamele Watkins","doi":"10.1353/ff.2022.0015","DOIUrl":"https://doi.org/10.1353/ff.2022.0015","url":null,"abstract":"The University of Michigan denied tenure to four marginalized faculty members in 2007 and while wrestling with her own tenure challenges, Patricia Matthew brings these stories together. In many ways, these persons are marginalized from the intellectual community that graduate school fosters. [...]they are effectively rendered invisible to the campus community at large. The stigma attached to them, complicated by a healthy level of historical skepticism of social workers and mental health clinicians, may prevent scholars who struggle with anxiety and depression, for example, from availing themselves of any wellness resources and counseling services available to them on campus. In the age of COVID-19, the long-term effects of the disease for those who have survived it are yet to be fully understood and the impacts of the collective trauma are likely exacerbating for those who are already struggling with isolating physical conditions and mental health challenges.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121119488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This essay looks at the politics and theories of time and chronemics through the theme of "waiting" as a communicative strategy. We are both parents and Communication academicians in different spaces; one of us is African American/Black and the other is European American/white. We entered higher education accepting and unknowingly complicit with the neo-liberal time-clock that framed our decision making toward seeking and achieving institutional ideals of success. To challenge the dichotomous and linear perspective of time, we explore a di-unital approach towards time, which more accurately reflects our activities and relationships. In this research we each respond to an original poem ostensibly about "waiting" as mundane, intentional, reflective, and transformational. Using autoethnography and duo-ethnography, we dialogue about our experiences with time as teacher-scholar-parents and strive to redefine how we measure and value our time, expose inequities that we experience, and transgress the competitive ethic and use of time in higher education. Those who aim to disrupt the oppressive and dehumanizing values of neoliberal time, challenge human obliteration and profit margins over people's lives, and opt for di-unital time.
{"title":"Black and White Women Friend Scholars Transgress Neoliberal Time and Opt for Di-unital Time","authors":"Rhunette C. Diggs, K. Isgro","doi":"10.1353/ff.2022.0003","DOIUrl":"https://doi.org/10.1353/ff.2022.0003","url":null,"abstract":"Abstract:This essay looks at the politics and theories of time and chronemics through the theme of \"waiting\" as a communicative strategy. We are both parents and Communication academicians in different spaces; one of us is African American/Black and the other is European American/white. We entered higher education accepting and unknowingly complicit with the neo-liberal time-clock that framed our decision making toward seeking and achieving institutional ideals of success. To challenge the dichotomous and linear perspective of time, we explore a di-unital approach towards time, which more accurately reflects our activities and relationships. In this research we each respond to an original poem ostensibly about \"waiting\" as mundane, intentional, reflective, and transformational. Using autoethnography and duo-ethnography, we dialogue about our experiences with time as teacher-scholar-parents and strive to redefine how we measure and value our time, expose inequities that we experience, and transgress the competitive ethic and use of time in higher education. Those who aim to disrupt the oppressive and dehumanizing values of neoliberal time, challenge human obliteration and profit margins over people's lives, and opt for di-unital time.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132664635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This feminist ethnographic piece offers a snapshot of how contingency impacts diversity work in General Education (GE) courses in the Communication Studies Department at California State University, Northridge. After grounding my work in critical university scholarship from Sara Ahmed (2012), Roderick Ferguson (2012), and others, I explore how the pressure to do diversity work impacts contingent faculty of various identities in my department. To this end, I take an intersectional approach to understanding these experiences in hopes of showing how various parts of one's identity might make certain topics more difficult to teach than others, especially through precarity.Concurrently, I illustrate how my contingent position intersects with my neurodivergency to make the ethnographic process especially challenging. In Time Binds, Elizabeth Freeman (2010) explores how this usurping of time affects those who cannot, or do not want to, conform to neoliberal time. Freeman describes this concept of privileging a certain orientation toward time as chrononormativity, or a way institutions use time to encourage maximum productivity of individuals within it. My neurodivergency combined with my contingency work against chrononormative expectations. When I add to this the time necessary to perform the intersectional work of feminist ethnography, my hopes of producing research that might unstick myself from contingency feels both rushed and stalled at the same time. I offer this essay as a glimpse of the tensions contingent faculty hold within them.
{"title":"Using Ethnography to Dissolve the Stickiness of Contingency: An Intersectional Feminist Exploration of Being Stuck in Contingency","authors":"Kelly Opdycke","doi":"10.1353/ff.2022.0004","DOIUrl":"https://doi.org/10.1353/ff.2022.0004","url":null,"abstract":"Abstract:This feminist ethnographic piece offers a snapshot of how contingency impacts diversity work in General Education (GE) courses in the Communication Studies Department at California State University, Northridge. After grounding my work in critical university scholarship from Sara Ahmed (2012), Roderick Ferguson (2012), and others, I explore how the pressure to do diversity work impacts contingent faculty of various identities in my department. To this end, I take an intersectional approach to understanding these experiences in hopes of showing how various parts of one's identity might make certain topics more difficult to teach than others, especially through precarity.Concurrently, I illustrate how my contingent position intersects with my neurodivergency to make the ethnographic process especially challenging. In Time Binds, Elizabeth Freeman (2010) explores how this usurping of time affects those who cannot, or do not want to, conform to neoliberal time. Freeman describes this concept of privileging a certain orientation toward time as chrononormativity, or a way institutions use time to encourage maximum productivity of individuals within it. My neurodivergency combined with my contingency work against chrononormative expectations. When I add to this the time necessary to perform the intersectional work of feminist ethnography, my hopes of producing research that might unstick myself from contingency feels both rushed and stalled at the same time. I offer this essay as a glimpse of the tensions contingent faculty hold within them.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128126994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Can science be feminist? Can feminist science emerge from and take hold within the neoliberal university? As a collaboratory of researchers and educators under the name Star Fem Co*Lab, the previous questions have shaped our in-progress book, The Science We are For: A Feminist Pocket Guide. The aim of the guide is to take readers, with a focus on undergraduate and popular audiences, away from routinized ways of thinking about and doing science–such as science in the service of profit over people–towards a feminist science practice that is focused on always asking "who is science for?" In this article, we discuss how feminist collaboration might take shape within the neoliberal university as a challenge to the Eurocentric models of scientific knowledge production and valuation on which the institution rests. Our six-member collaboratory reflects on the experiences and motivations that shaped our co-labor of thinking, writing, and care to shed light on roots and routes toward a feminist pedagogy invested in equipping students with practical tools for social justice science engagement. As such, this article makes the case for a vision of feminist science that brings together feminist theory with scientific research and social studies of science to retool and reclaim scientific knowledge production by and for social justice imperatives to redirect power, resources, and knowledge to benefit communities most impacted by imperialistic science and its histories.
摘要:科学可以是女权主义的吗?女权主义科学能否从新自由主义大学中脱颖而出并站稳脚跟?作为一个研究人员和教育工作者的合作实验室，在Star Fem Co*Lab的名字下，前面的问题塑造了我们正在进行的书，我们所追求的科学:女权主义者口袋指南。该指南的目的是引导读者(主要是本科生和大众读者)摆脱思考和从事科学的常规方式——比如为利益而不是人为服务的科学——转向一种女权主义的科学实践，这种科学实践总是关注于问“科学是为谁服务的?”在本文中，我们讨论了女权主义合作如何在新自由主义大学中形成，作为对该机构所依赖的以欧洲为中心的科学知识生产和评估模式的挑战。我们的六人合作实验室反思了塑造我们共同思考、写作和关怀的经验和动机，以揭示女权主义教学法的根源和路线，为学生提供参与社会正义科学的实用工具。因此，本文提出了一种女性主义科学的愿景，将女性主义理论与科学研究和科学的社会研究结合起来，通过社会正义的必要性来重新配置和回收科学知识的生产，以重新定向权力、资源和知识，使受帝国主义科学及其历史影响最大的社区受益。
{"title":"The Work of Ambivalence: Autonomy, Collaboration, and Care in the Neoliberal US University","authors":"Star Fem Co*Lab","doi":"10.1353/ff.2022.0002","DOIUrl":"https://doi.org/10.1353/ff.2022.0002","url":null,"abstract":"Abstract:Can science be feminist? Can feminist science emerge from and take hold within the neoliberal university? As a collaboratory of researchers and educators under the name Star Fem Co*Lab, the previous questions have shaped our in-progress book, The Science We are For: A Feminist Pocket Guide. The aim of the guide is to take readers, with a focus on undergraduate and popular audiences, away from routinized ways of thinking about and doing science–such as science in the service of profit over people–towards a feminist science practice that is focused on always asking \"who is science for?\" In this article, we discuss how feminist collaboration might take shape within the neoliberal university as a challenge to the Eurocentric models of scientific knowledge production and valuation on which the institution rests. Our six-member collaboratory reflects on the experiences and motivations that shaped our co-labor of thinking, writing, and care to shed light on roots and routes toward a feminist pedagogy invested in equipping students with practical tools for social justice science engagement. As such, this article makes the case for a vision of feminist science that brings together feminist theory with scientific research and social studies of science to retool and reclaim scientific knowledge production by and for social justice imperatives to redirect power, resources, and knowledge to benefit communities most impacted by imperialistic science and its histories.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128000605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:We consider the tenure clock's enmeshment in the neoliberal academy's settler colonial and ableist modes of organizing labor and valuing knowledge, modes in turn informed by heteropatriarchal spatiotemporal logics. The tenure clock in the settler academy relies on labor performed by those positioned outside of its time—such as those in temporary or semi-temporary positions, staff, graduate students, and undergraduate students. Our motivation in tracing these logics and formulating feminist strategies to undo them stems directly from observing "faculty with disabilities" at our university struggling against the tenure clock; as well as seemingly abled women faculty, faculty of color, and contingent faculty, who have strained against the academic clock and ended up debilitated in the process. We articulate ways in which more collaborative understandings of university culture and knowledge production might serve to challenge the peculiar temporalities produced by the tenure clock. Listening and learning at the intersections of feminist, Indigenous, and disability studies scholarship teaches us to work toward imagining a different approach to tenure, and from there, the way to a different academy.
{"title":"Decolonizing Time, Knowledge, and Disability on the Tenure Clock","authors":"Danika Medak-Saltzman, Deepti Misri, Beverly Weber","doi":"10.1353/ff.2022.0000","DOIUrl":"https://doi.org/10.1353/ff.2022.0000","url":null,"abstract":"Abstract:We consider the tenure clock's enmeshment in the neoliberal academy's settler colonial and ableist modes of organizing labor and valuing knowledge, modes in turn informed by heteropatriarchal spatiotemporal logics. The tenure clock in the settler academy relies on labor performed by those positioned outside of its time—such as those in temporary or semi-temporary positions, staff, graduate students, and undergraduate students. Our motivation in tracing these logics and formulating feminist strategies to undo them stems directly from observing \"faculty with disabilities\" at our university struggling against the tenure clock; as well as seemingly abled women faculty, faculty of color, and contingent faculty, who have strained against the academic clock and ended up debilitated in the process. We articulate ways in which more collaborative understandings of university culture and knowledge production might serve to challenge the peculiar temporalities produced by the tenure clock. Listening and learning at the intersections of feminist, Indigenous, and disability studies scholarship teaches us to work toward imagining a different approach to tenure, and from there, the way to a different academy.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131598518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This article argues that the neglected and forgotten colonial past of the University of Hamburg shapes and complicates the experiences that non-white people are exposed to in Germany's academic landscapes until today. Black students and lecturers, as well as students and lecturers of color are positioned in a double form of feminized labor and care-educational work that they "owe" fellow students and colleagues, so that they begin seeing violence there, where it is. Efforts to create safer spaces for Black women and women of color chronically fail due to lacking material and emotional resources that the university systematically fails to provide. Instead, it reinforces what we propose to call "the white wall." What can we, women of color together with Black women, learn from the colonial history of our institution in order to transform our failures to collaborate in building decolonial academic communities?
{"title":"Navigating the Decolonial Margins of the Kolonialinstitut: An Embodied Reflection of Intellectual Collaboration Among Women of Color in the German Postcolonial City","authors":"Tania Mancheno, Naz Al-Windi","doi":"10.1353/ff.2022.0006","DOIUrl":"https://doi.org/10.1353/ff.2022.0006","url":null,"abstract":"Abstract:This article argues that the neglected and forgotten colonial past of the University of Hamburg shapes and complicates the experiences that non-white people are exposed to in Germany's academic landscapes until today. Black students and lecturers, as well as students and lecturers of color are positioned in a double form of feminized labor and care-educational work that they \"owe\" fellow students and colleagues, so that they begin seeing violence there, where it is. Efforts to create safer spaces for Black women and women of color chronically fail due to lacking material and emotional resources that the university systematically fails to provide. Instead, it reinforces what we propose to call \"the white wall.\" What can we, women of color together with Black women, learn from the colonial history of our institution in order to transform our failures to collaborate in building decolonial academic communities?","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133043200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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