Leigh-Anna Hidalgo, Christine Vega, N. Cisneros, JoAnna Michelle Reyes
Abstract:Scholarship concerning mothers in higher education reveals that women who had children during doctoral studies are discriminated against at a much higher rate than men. Beyond PhD attainment, Women of Color continue to face institutional inequity—women who have children within five years of receiving their doctoral degree are 20–25% less likely to receive tenure—thus emerging scholarship on the experiences and activism of mothers in higher education is a necessary counternarrative and catalyst for change. Mothers of Color in Academia (MOCA) began as a student collective aiming to build systemic policies that address the unique needs of Mothers of Color and allies at a university. Our existential refusal to remain unseen informs our on-campus movement to demand and reclaim space as maternal activists. Toward that end, this manuscript delineates our genesis as MOCA and the kinship bonds that grew out of our activism. Finally, we offer reflections on our maternal activism and the tangible successes brought about within the corporate university climate.
{"title":"Fierce Mothers: The Cords that Bind Us","authors":"Leigh-Anna Hidalgo, Christine Vega, N. Cisneros, JoAnna Michelle Reyes","doi":"10.1353/ff.2022.0005","DOIUrl":"https://doi.org/10.1353/ff.2022.0005","url":null,"abstract":"Abstract:Scholarship concerning mothers in higher education reveals that women who had children during doctoral studies are discriminated against at a much higher rate than men. Beyond PhD attainment, Women of Color continue to face institutional inequity—women who have children within five years of receiving their doctoral degree are 20–25% less likely to receive tenure—thus emerging scholarship on the experiences and activism of mothers in higher education is a necessary counternarrative and catalyst for change. Mothers of Color in Academia (MOCA) began as a student collective aiming to build systemic policies that address the unique needs of Mothers of Color and allies at a university. Our existential refusal to remain unseen informs our on-campus movement to demand and reclaim space as maternal activists. Toward that end, this manuscript delineates our genesis as MOCA and the kinship bonds that grew out of our activism. Finally, we offer reflections on our maternal activism and the tangible successes brought about within the corporate university climate.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"3 2 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":"123800757","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}
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. Though Matthew and her authors could not have predicted the pandemic that began in 2020 in 2016, such a perspective would be incredibly useful now. Perhaps a future exploration will consider those who have been adversely impacted during this time.
{"title":"Complaint! by Sara Ahmed (review)","authors":"Julia K. Gruber","doi":"10.1353/ff.2022.0016","DOIUrl":"https://doi.org/10.1353/ff.2022.0016","url":null,"abstract":"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. Though Matthew and her authors could not have predicted the pandemic that began in 2020 in 2016, such a perspective would be incredibly useful now. Perhaps a future exploration will consider those who have been adversely impacted during this time.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"37 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":"128846155","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 takes the form of a dialogue between Natalie Loveless and Carrie Smith, both professors at a large western-Canadian research-intensive university undergoing restructuring prompted by budget cuts. Together they ask how feminist collaboration can work to resculpt academic political spaces. Though both agree that large-scale action is needed, they also argue for the value of insurgent, modest, local modes of collaborative resistance that operate in the cracks of the neoliberal university.Beginning from their experience navigating the dual threats of COVID-19 and radical budget cuts as professors in academic leadership positions, they make a claim for an anti-racist, feminist university that is responsive in its capacity to nurture generosity, care, and creativity. Together they invite readers to be attentive to the conditions necessary for any true critical collaboration to take place, listening for and attuning to what Sarah Sharma has called "brokenness" (2020)—those places where things are not working from the perspectives of patriarchal power and where those committed to feminist anti-racist/ableist/speciesist university spaces might want to linger.
{"title":"Attunement in the Cracks: Feminist Collaboration and the University as Broken Machine","authors":"Natalie Loveless, Carrie Smith","doi":"10.1353/ff.2022.0011","DOIUrl":"https://doi.org/10.1353/ff.2022.0011","url":null,"abstract":"Abstract:This essay takes the form of a dialogue between Natalie Loveless and Carrie Smith, both professors at a large western-Canadian research-intensive university undergoing restructuring prompted by budget cuts. Together they ask how feminist collaboration can work to resculpt academic political spaces. Though both agree that large-scale action is needed, they also argue for the value of insurgent, modest, local modes of collaborative resistance that operate in the cracks of the neoliberal university.Beginning from their experience navigating the dual threats of COVID-19 and radical budget cuts as professors in academic leadership positions, they make a claim for an anti-racist, feminist university that is responsive in its capacity to nurture generosity, care, and creativity. Together they invite readers to be attentive to the conditions necessary for any true critical collaboration to take place, listening for and attuning to what Sarah Sharma has called \"brokenness\" (2020)—those places where things are not working from the perspectives of patriarchal power and where those committed to feminist anti-racist/ableist/speciesist university spaces might want to linger.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"13 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":"122056238","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:In December 2019, we participated in an international conference surrounding the Palestinian struggle, settler colonialism, and international solidarity. Our own hopes and frustrations organizing between academia and movements led us to write on how to organize international solidarity events between academia, activism, public intellectuals, and global politics. We address certain topics that we repeatedly find to be of great importance when it comes to issues such as (international) solidarity, "activism and academia," issues of gender, race, and class, but also disinformation campaigns and social media policies and politics in times of techno-colonialism—issues that keep coming up no matter where we are. International solidarity is necessary to the liberation of Indigenous and colonized people all over the world. We encourage comrades and relatives to travel internationally to engage in solidarity delegations, organizing and revolutionary praxis from a queer, Indigenous, feminist perspective. We aim to draw parallels between the struggles in other autonomous communities including those who do not have the means to travel internationally due to their immigration status. This is also important because those who seek to organize in authentic ways get to learn and exchange knowledge with and from people, organizers, and communities that are directly impacted. We aim to outline navigating settler colonial realities within capitalism and offer insights on how to move forward for future international and solidarity events.
{"title":"Settler-/Colonial Realities: Some Notes on Organizing between Activism and Academia","authors":"Anna-Esther Younes, Siihasin-Hope A. Alvarado","doi":"10.1353/ff.2022.0008","DOIUrl":"https://doi.org/10.1353/ff.2022.0008","url":null,"abstract":"Abstract:In December 2019, we participated in an international conference surrounding the Palestinian struggle, settler colonialism, and international solidarity. Our own hopes and frustrations organizing between academia and movements led us to write on how to organize international solidarity events between academia, activism, public intellectuals, and global politics. We address certain topics that we repeatedly find to be of great importance when it comes to issues such as (international) solidarity, \"activism and academia,\" issues of gender, race, and class, but also disinformation campaigns and social media policies and politics in times of techno-colonialism—issues that keep coming up no matter where we are. International solidarity is necessary to the liberation of Indigenous and colonized people all over the world. We encourage comrades and relatives to travel internationally to engage in solidarity delegations, organizing and revolutionary praxis from a queer, Indigenous, feminist perspective. We aim to draw parallels between the struggles in other autonomous communities including those who do not have the means to travel internationally due to their immigration status. This is also important because those who seek to organize in authentic ways get to learn and exchange knowledge with and from people, organizers, and communities that are directly impacted. We aim to outline navigating settler colonial realities within capitalism and offer insights on how to move forward for future international and solidarity events.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"114 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":"126032613","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 paper explores the various ways in which organizational structures of the corporate university are imbricated in racial hierarchies underlying global immigration, with particular reference to non-immigrant precarity in US academia. Moving beyond critiques focused on curriculum and pedagogy, I argue that as an epitomizing product of capitalism, the corporate university must be dismantled to decenter global knowledge creation itself. We must view the generation of critical social science research in context of interactions between the colonizing structure of global immigration laws and Global North's academic institutional hierarchies. The paper begins by theoretically framing corporate university, its co-option of diversity and equality as the cornerstone of contemporary neoliberalism and its entanglements with contemporary immigration regimes such that it emerges as a site for non-immigrant precarity. I then discuss how seemingly critical fields of inquiry such as academic feminism are institutionally arranged within corporate universities to sustain racialized precarity for non-immigrants in academia, through hiring, research, and pedagogical practices. I conclude by drawing on two grassroots education models in India as means for (re)imagining decolonial possibilities with subversive philosophies of education and spatial alternatives, which are crucial for feminist research to be meaningful.
{"title":"Non-immigrant Precarity and the Corporate University: Rethinking Limitations of Critical Research and Reimagining Decolonial Possibilities","authors":"S. Chatterjee","doi":"10.1353/ff.2022.0009","DOIUrl":"https://doi.org/10.1353/ff.2022.0009","url":null,"abstract":"Abstract:This paper explores the various ways in which organizational structures of the corporate university are imbricated in racial hierarchies underlying global immigration, with particular reference to non-immigrant precarity in US academia. Moving beyond critiques focused on curriculum and pedagogy, I argue that as an epitomizing product of capitalism, the corporate university must be dismantled to decenter global knowledge creation itself. We must view the generation of critical social science research in context of interactions between the colonizing structure of global immigration laws and Global North's academic institutional hierarchies. The paper begins by theoretically framing corporate university, its co-option of diversity and equality as the cornerstone of contemporary neoliberalism and its entanglements with contemporary immigration regimes such that it emerges as a site for non-immigrant precarity. I then discuss how seemingly critical fields of inquiry such as academic feminism are institutionally arranged within corporate universities to sustain racialized precarity for non-immigrants in academia, through hiring, research, and pedagogical practices. I conclude by drawing on two grassroots education models in India as means for (re)imagining decolonial possibilities with subversive philosophies of education and spatial alternatives, which are crucial for feminist research to be meaningful.","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":"132898936","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:Drawing on personal teaching experience, this article considers the potentiality and pains of a pedagogic strategy that practises what José Esteban Muñoz calls a "methodology of hope" (2009). How can educators, particularly those located in the "enlightenment-type charade" (Moten and Harney 2013, 39) that is the university, enact a critical yet hopeful pedagogy when the "ghostly aspects" (Gordon 2008) of social life haunt both students and educators before they enter the classroom? Using Gail Lewis' (2014) defense of the reparative position within queer feminist debates on paranoid and reparative readings, I argue that Lewis' emphasis on relationality as a mode of criticality can foreground connection as a reparative mode of pedagogy. Reflecting on my own experience teaching Frantz Fanon's scholarship through a lens that confronts his homophobia and simultaneously refuses his disposal, I argue for the need for connection for both students and educator alike. The reparative stance, in this pedagogic moment, opens students to the analytical modes of Black diaspora studies, Black queer studies and queer of colour critique that thinks insurgently with and through Fanon to imagine otherwise.
{"title":"States of Precarity and Pains of Utopic Pedagogy: Methodologies of Hope in Times of Crises","authors":"Abeera Khan","doi":"10.1353/ff.2022.0013","DOIUrl":"https://doi.org/10.1353/ff.2022.0013","url":null,"abstract":"Abstract:Drawing on personal teaching experience, this article considers the potentiality and pains of a pedagogic strategy that practises what José Esteban Muñoz calls a \"methodology of hope\" (2009). How can educators, particularly those located in the \"enlightenment-type charade\" (Moten and Harney 2013, 39) that is the university, enact a critical yet hopeful pedagogy when the \"ghostly aspects\" (Gordon 2008) of social life haunt both students and educators before they enter the classroom? Using Gail Lewis' (2014) defense of the reparative position within queer feminist debates on paranoid and reparative readings, I argue that Lewis' emphasis on relationality as a mode of criticality can foreground connection as a reparative mode of pedagogy. Reflecting on my own experience teaching Frantz Fanon's scholarship through a lens that confronts his homophobia and simultaneously refuses his disposal, I argue for the need for connection for both students and educator alike. The reparative stance, in this pedagogic moment, opens students to the analytical modes of Black diaspora studies, Black queer studies and queer of colour critique that thinks insurgently with and through Fanon to imagine otherwise.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"85 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":"122965768","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 contributes to ongoing feminist debates about the politics of vulnerability by attempting to clarify vulnerability's relationship to autonomy. Building from Judith Butler's recent work—specifically her precariousness/precarity distinction—I argue that vulnerability can both enable and limit autonomy, depending on the type of vulnerability in question. Specifically, precariousness accentuates the positive and generative dimensions of vulnerability on autonomy, while precarity indicates unjust constraints on one's ability to exercise some degree of self-determination. My hope is that this clarification can be of assistance in discerning whether vulnerability can be of practical value for feminist social justice movements. If we think about respect for persons as autonomous agents as a core feminist value, then the aim of political responses to vulnerability must be developed in a way that enables autonomy, lest the discourse of vulnerability be co-opted to legitimize and sanction reactionary politics.
{"title":"Feminist Vulnerability Politics: Judith Butler on Autonomy and the Pursuit of a \"Livable Life\"","authors":"Amber Knight","doi":"10.1353/ff.2021.0044","DOIUrl":"https://doi.org/10.1353/ff.2021.0044","url":null,"abstract":"Abstract:This article contributes to ongoing feminist debates about the politics of vulnerability by attempting to clarify vulnerability's relationship to autonomy. Building from Judith Butler's recent work—specifically her precariousness/precarity distinction—I argue that vulnerability can both enable and limit autonomy, depending on the type of vulnerability in question. Specifically, precariousness accentuates the positive and generative dimensions of vulnerability on autonomy, while precarity indicates unjust constraints on one's ability to exercise some degree of self-determination. My hope is that this clarification can be of assistance in discerning whether vulnerability can be of practical value for feminist social justice movements. If we think about respect for persons as autonomous agents as a core feminist value, then the aim of political responses to vulnerability must be developed in a way that enables autonomy, lest the discourse of vulnerability be co-opted to legitimize and sanction reactionary politics.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115229616","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:Through a discussion of the first Indigenous women students at the Hampton Agricultural and Normal Institute's Indian Program in 1879 and the rhetoric surrounding their enrollment, this essay analyzes how raced and gendered discourses were highlighted in different ways at Hampton after Indigenous women began attending. I argue that settler colonial racial grammars underpin the discussion of race and education by Hampton teachers, administrators, and staff. Settler colonial racial grammars are structures and patterns of meaning that relate racial and ontological discourses to domination of land through settler conquest, hinging on the process of gendering and ungendering. These grammars work through defining Black and Indigenous women in relation to space, time, and ontological condition. Using Christina Sharpe's theorization of anagrammatical Blackness in concert with my own concept of Indigenous hyperpunctuation, I lay out the ways that Black and Indigenous women were at the center of Hampton's industrial education project. I contend that settler colonial racial grammars reveal the process by which educational comparison can contribute to material structures of settler colonialism and anti-Blackness.
{"title":"\"No Women Involved\": Settler Colonial Racial Grammars in Black and Indigenous Education","authors":"Bayley J. Marquez","doi":"10.1353/ff.2021.0042","DOIUrl":"https://doi.org/10.1353/ff.2021.0042","url":null,"abstract":"Abstract:Through a discussion of the first Indigenous women students at the Hampton Agricultural and Normal Institute's Indian Program in 1879 and the rhetoric surrounding their enrollment, this essay analyzes how raced and gendered discourses were highlighted in different ways at Hampton after Indigenous women began attending. I argue that settler colonial racial grammars underpin the discussion of race and education by Hampton teachers, administrators, and staff. Settler colonial racial grammars are structures and patterns of meaning that relate racial and ontological discourses to domination of land through settler conquest, hinging on the process of gendering and ungendering. These grammars work through defining Black and Indigenous women in relation to space, time, and ontological condition. Using Christina Sharpe's theorization of anagrammatical Blackness in concert with my own concept of Indigenous hyperpunctuation, I lay out the ways that Black and Indigenous women were at the center of Hampton's industrial education project. I contend that settler colonial racial grammars reveal the process by which educational comparison can contribute to material structures of settler colonialism and anti-Blackness.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125576584","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 examines the digital feminist strategies of the Russian political performance group Pussy Riot. At the same time that I argue that the risks the group takes in creating a digital transnational feminism on YouTube are interesting for how they open up translocal critiques of authoritarianism, I ask a broader question regarding the criteria by which international feminist scholarship evaluates its objects of analysis. I avoid relying on holistic judgements of success or failure, and instead focus on Pussy Riot's legitimate and tangible feminist engagement with police brutality and border regimes between the United States and Russia.
{"title":"\"Anyone can be Pussy Riot\": Exploring the Possibilities of Transnational Digital Feminism","authors":"Jessica Gokhberg","doi":"10.1353/ff.2021.0041","DOIUrl":"https://doi.org/10.1353/ff.2021.0041","url":null,"abstract":"Abstract:This essay examines the digital feminist strategies of the Russian political performance group Pussy Riot. At the same time that I argue that the risks the group takes in creating a digital transnational feminism on YouTube are interesting for how they open up translocal critiques of authoritarianism, I ask a broader question regarding the criteria by which international feminist scholarship evaluates its objects of analysis. I avoid relying on holistic judgements of success or failure, and instead focus on Pussy Riot's legitimate and tangible feminist engagement with police brutality and border regimes between the United States and Russia.","PeriodicalId":190295,"journal":{"name":"Feminist Formations","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132497346","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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