Pub Date : 2021-04-25DOI: 10.1080/17508487.2021.1911820
Susana Vázquez-Cupeiro
ABSTRACT The relevance of networking in academia and the gendered dynamics involved are well established in the literature. The persistence of the old-boy network pushes academic women to rationalize whether or not to ‘play the game’ and under what terms. Inspired by Feminist Institutionalism, this article explores the schemas of interpretation which academic women rely on to find meaning and to guide day-to-day relational dynamics. Drawing on 40 in-depth interviews with women from different age-groups and disciplines, three distinct approaches to networking are revealed in Spanish academia: rejection, collaboration and strategic sisterhood. Rejection refers to the detachment from all network dynamics, collaboration to the ‘catch-all’ (though not exclusively) cross-gender network connections, and strategic sisterhood to an in-built women-only support system. The inbreeding university logic, crucial to understanding Spanish idiosyncrasies, emerges as a transversal dimension to further our understanding of how the institutional context influences women´s strategic choices. The operationalization of academic merits and perceptions about the old-boys dynamics and female solidarity mark different ways of experiencing networking, while gender inequalities (partly) unify women’s discourses. Controversies are raised about collaborative strategies, and particularly women-only networks, in helping women evolve as agents of change in academia.
{"title":"Women’s networking in Spanish academia: a ‘catch-all’ strategy or strategic sisterhood?","authors":"Susana Vázquez-Cupeiro","doi":"10.1080/17508487.2021.1911820","DOIUrl":"https://doi.org/10.1080/17508487.2021.1911820","url":null,"abstract":"ABSTRACT The relevance of networking in academia and the gendered dynamics involved are well established in the literature. The persistence of the old-boy network pushes academic women to rationalize whether or not to ‘play the game’ and under what terms. Inspired by Feminist Institutionalism, this article explores the schemas of interpretation which academic women rely on to find meaning and to guide day-to-day relational dynamics. Drawing on 40 in-depth interviews with women from different age-groups and disciplines, three distinct approaches to networking are revealed in Spanish academia: rejection, collaboration and strategic sisterhood. Rejection refers to the detachment from all network dynamics, collaboration to the ‘catch-all’ (though not exclusively) cross-gender network connections, and strategic sisterhood to an in-built women-only support system. The inbreeding university logic, crucial to understanding Spanish idiosyncrasies, emerges as a transversal dimension to further our understanding of how the institutional context influences women´s strategic choices. The operationalization of academic merits and perceptions about the old-boys dynamics and female solidarity mark different ways of experiencing networking, while gender inequalities (partly) unify women’s discourses. Controversies are raised about collaborative strategies, and particularly women-only networks, in helping women evolve as agents of change in academia.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"485 - 500"},"PeriodicalIF":3.9,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1911820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47189244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-20DOI: 10.1080/17508487.2021.1917435
Julie Alderton, Nick Pratt
ABSTRACT Recent policy reforms to the national assessment system in England have altered the way in which teachers undertake assessment. Through an analysis of data from a small-scale interview study with eleven primary teachers in the south and east of England, we examine the ways in which teachers work with assessment software to monitor and track attainment. By employing a theoretical lens focusing on power and implementing an analytics of government, we illuminate the visualising effects of whole-class digital assessment grids. A prominent feature across the data set is the use of the language of ‘gaps’ in relation to the teaching and assessment of mathematics. We argue that digital assessment tools act as technologies of power and of the self which shape teachers’ practices, their identities, how they position children as learners, but also shape the nature of the subject of mathematics itself. It is important to better understand assessment software in education and the discourses in which it operates in order to recognise what is at stake for teaching, learning and curriculum.
{"title":"Filling gaps: assessment software and the production of mathematics and its teaching and learning in primary schools","authors":"Julie Alderton, Nick Pratt","doi":"10.1080/17508487.2021.1917435","DOIUrl":"https://doi.org/10.1080/17508487.2021.1917435","url":null,"abstract":"ABSTRACT Recent policy reforms to the national assessment system in England have altered the way in which teachers undertake assessment. Through an analysis of data from a small-scale interview study with eleven primary teachers in the south and east of England, we examine the ways in which teachers work with assessment software to monitor and track attainment. By employing a theoretical lens focusing on power and implementing an analytics of government, we illuminate the visualising effects of whole-class digital assessment grids. A prominent feature across the data set is the use of the language of ‘gaps’ in relation to the teaching and assessment of mathematics. We argue that digital assessment tools act as technologies of power and of the self which shape teachers’ practices, their identities, how they position children as learners, but also shape the nature of the subject of mathematics itself. It is important to better understand assessment software in education and the discourses in which it operates in order to recognise what is at stake for teaching, learning and curriculum.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"501 - 515"},"PeriodicalIF":3.9,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1917435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-22DOI: 10.1080/17508487.2021.1899950
Pınar Mercan Küçükakın, Cennet Engin-Demir
ABSTRACT The present study analyzes discursive practices that work to construct particular female identities and re/construct gender inequalities in Turkish educational system. Critical Discourse Analysis (CDA) was utilized to analyze 124 publicly available educational policy documents directly related to gender in education. Additionally, CDA was applied to a total of 252 Turkish newspaper clippings published over the last decade in 14 different national newspapers. Analysis of the data was used to critically examine perceptions of teachers regarding gender issues in education. A total of 13 semi-structured interviews with teachers working at public schools in Ankara province were conducted for this purpose. The analysis describes the effects of discourse produced by and through the framing of policies and educational practices that shape Turkish social identities. Specific discursive effects examined include the construction and normalization of a female identity that is inferior, submissive, and conservative.
{"title":"The compliant wife, the good mother and other normalizing constructions of womanhood: a critical discourse analysis of idealized female identities within Turkish educational policy","authors":"Pınar Mercan Küçükakın, Cennet Engin-Demir","doi":"10.1080/17508487.2021.1899950","DOIUrl":"https://doi.org/10.1080/17508487.2021.1899950","url":null,"abstract":"ABSTRACT The present study analyzes discursive practices that work to construct particular female identities and re/construct gender inequalities in Turkish educational system. Critical Discourse Analysis (CDA) was utilized to analyze 124 publicly available educational policy documents directly related to gender in education. Additionally, CDA was applied to a total of 252 Turkish newspaper clippings published over the last decade in 14 different national newspapers. Analysis of the data was used to critically examine perceptions of teachers regarding gender issues in education. A total of 13 semi-structured interviews with teachers working at public schools in Ankara province were conducted for this purpose. The analysis describes the effects of discourse produced by and through the framing of policies and educational practices that shape Turkish social identities. Specific discursive effects examined include the construction and normalization of a female identity that is inferior, submissive, and conservative.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"451 - 467"},"PeriodicalIF":3.9,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1899950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-18DOI: 10.1080/17508487.2021.1899951
Tadashi Dozono
ABSTRACT How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts a framework for historical inquiry through students’ racialized experiences. What does historical inquiry through racialized experience look like? Rather than merely make room in the curriculum to validate racialized experience, students require tools to confront and historicize their experiences in a racialized world. Through three essential questions addressing the relationship between historical thinking and racialized experience, I emphasize historical scholarship that centers racially marginalized experiences. These essential questions lead into a framework for reorienting historical inquiry in the classroom, complimenting rather than replacing mainstream historical thinking pedagogy.
{"title":"Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy","authors":"Tadashi Dozono","doi":"10.1080/17508487.2021.1899951","DOIUrl":"https://doi.org/10.1080/17508487.2021.1899951","url":null,"abstract":"ABSTRACT How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts a framework for historical inquiry through students’ racialized experiences. What does historical inquiry through racialized experience look like? Rather than merely make room in the curriculum to validate racialized experience, students require tools to confront and historicize their experiences in a racialized world. Through three essential questions addressing the relationship between historical thinking and racialized experience, I emphasize historical scholarship that centers racially marginalized experiences. These essential questions lead into a framework for reorienting historical inquiry in the classroom, complimenting rather than replacing mainstream historical thinking pedagogy.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"468 - 484"},"PeriodicalIF":3.9,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1899951","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45886455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/17508487.2019.1573749
C. Fontdevila, Antoni Verger, M. Avelar
ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.
{"title":"The business of policy: a review of the corporate sector’s emerging strategies in the promotion of education reform","authors":"C. Fontdevila, Antoni Verger, M. Avelar","doi":"10.1080/17508487.2019.1573749","DOIUrl":"https://doi.org/10.1080/17508487.2019.1573749","url":null,"abstract":"ABSTRACT This paper examines the increasingly diverse range of roles played by the corporate sector in shaping education policy. While a growing body of scholarship has documented the deepening embeddedness of the corporate sector within policy-making processes, empirical research on the strategies mobilized by corporate actors remains unsystematised and fragmentary. Furthermore, existing categorizations of corporate policy-influence strategies are frequently restricted to a limited group of Anglo-Saxon countries and, consequently, are ill suited to capturing emerging policy dynamics globally. Building on the results of a literature review, this paper categorises four emerging strategies articulated by the corporate sector: knowledge mobilization, networking, engaging with grassroots, and leading by example. Each strategy is illustrated with examples from a selection of country case studies. These examples suggest that, in the education policy domain, the corporate sector operates not only as a policy influencer, but increasingly as a policy actor organically embedded within policy-making processes and spaces.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"131 - 146"},"PeriodicalIF":3.9,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2019.1573749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46892324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-15DOI: 10.1080/17508487.2019.1617180
Michalinos Zembylas
ABSTRACT The main objective of this article is to discuss the affective dimension of resistance in critical pedagogy in a way that would recognize neoliberalism’s affective repercussions. The point is not merely to show that affect is involved in the emergence of resistance in critical pedagogy, but rather to expand the articulation of resistance in neoliberal education through the lens of affect theory. Specifically, the paper theorizes how critical pedagogy can cultivate ‘everyday’ or ‘invisible’ acts of resistance that constitute forms of ‘counter-conduct’ in ways that acknowledge, engage with, and further enhance teachers’ and students’ critical engagement with the affective aspects of resistance and neoliberalism. It is argued that the call for a critical pedagogy to acknowledge the affective dimension of resistance marks an important and necessary moment that allows critical pedagogy to be further enriched in attempts to address the challenges faced by teachers and students in neoliberal education.
{"title":"The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact","authors":"Michalinos Zembylas","doi":"10.1080/17508487.2019.1617180","DOIUrl":"https://doi.org/10.1080/17508487.2019.1617180","url":null,"abstract":"ABSTRACT The main objective of this article is to discuss the affective dimension of resistance in critical pedagogy in a way that would recognize neoliberalism’s affective repercussions. The point is not merely to show that affect is involved in the emergence of resistance in critical pedagogy, but rather to expand the articulation of resistance in neoliberal education through the lens of affect theory. Specifically, the paper theorizes how critical pedagogy can cultivate ‘everyday’ or ‘invisible’ acts of resistance that constitute forms of ‘counter-conduct’ in ways that acknowledge, engage with, and further enhance teachers’ and students’ critical engagement with the affective aspects of resistance and neoliberalism. It is argued that the call for a critical pedagogy to acknowledge the affective dimension of resistance marks an important and necessary moment that allows critical pedagogy to be further enriched in attempts to address the challenges faced by teachers and students in neoliberal education.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"211 - 226"},"PeriodicalIF":3.9,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2019.1617180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-09DOI: 10.1080/17508487.2021.1895856
B. Lingard
ABSTRACT This paper argues that more focus on the temporal is needed in critical policy sociology in education. In so asserting, the paper extends the concept of ‘historically informed’ as included in the foundational definition of policy sociology in education proffered by Jenny Ozga. There are four foci to this extension to encompass the temporal, taken to refer to the complex relationships between past, present and future, namely: the changing historical concept/definition of policy; policy histories; the temporal construction work of policies; and changing spatio-temporalities and timespaces of policy in the context of globalization. To a considerable extent these have been neglected in policy sociology in education research and theorising and as such demand new research and theoretical work in the field. Looking back in time will help us understand the present and possible futures.
{"title":"Multiple temporalities in critical policy sociology in education","authors":"B. Lingard","doi":"10.1080/17508487.2021.1895856","DOIUrl":"https://doi.org/10.1080/17508487.2021.1895856","url":null,"abstract":"ABSTRACT This paper argues that more focus on the temporal is needed in critical policy sociology in education. In so asserting, the paper extends the concept of ‘historically informed’ as included in the foundational definition of policy sociology in education proffered by Jenny Ozga. There are four foci to this extension to encompass the temporal, taken to refer to the complex relationships between past, present and future, namely: the changing historical concept/definition of policy; policy histories; the temporal construction work of policies; and changing spatio-temporalities and timespaces of policy in the context of globalization. To a considerable extent these have been neglected in policy sociology in education research and theorising and as such demand new research and theoretical work in the field. Looking back in time will help us understand the present and possible futures.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"338 - 353"},"PeriodicalIF":3.9,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1895856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-14DOI: 10.1080/17508487.2021.1878467
Glenn C. Savage, J. Gerrard, T. Gale, Tebeje Molla
ABSTRACT This article reflects on what doing critical policy sociology means in shifting theoretical, empirical and methodological contexts of education. We focus our analytical lens on two primary considerations. First, we reflect on the politics of criticality, examining differing claims and debates about what it means to do critical research and be a critical researcher of education policy, paying particular attention to how critical policy sociologists position their work in relation to elite power and policy networks. Second, we build on these foundations to consider the trend towards researching mobilities within critical policy sociology, arguing that contemporary ‘follow the policy’ research risks orienting researchers to the problems and agendas already established by elite policy agents and organisations, while obscuring the not-so-mobile forces that continue to define education policy and practice. We also raise questions about the elite networks and privileged levels of resourcing typically required to conduct this kind of research. In conclusion, we invite further discussion on the politics of knowledge production and challenges for policy sociologists seeking to be critical in shifting contexts.
{"title":"The politics of critical policy sociology: mobilities, moorings and elite networks","authors":"Glenn C. Savage, J. Gerrard, T. Gale, Tebeje Molla","doi":"10.1080/17508487.2021.1878467","DOIUrl":"https://doi.org/10.1080/17508487.2021.1878467","url":null,"abstract":"ABSTRACT This article reflects on what doing critical policy sociology means in shifting theoretical, empirical and methodological contexts of education. We focus our analytical lens on two primary considerations. First, we reflect on the politics of criticality, examining differing claims and debates about what it means to do critical research and be a critical researcher of education policy, paying particular attention to how critical policy sociologists position their work in relation to elite power and policy networks. Second, we build on these foundations to consider the trend towards researching mobilities within critical policy sociology, arguing that contemporary ‘follow the policy’ research risks orienting researchers to the problems and agendas already established by elite policy agents and organisations, while obscuring the not-so-mobile forces that continue to define education policy and practice. We also raise questions about the elite networks and privileged levels of resourcing typically required to conduct this kind of research. In conclusion, we invite further discussion on the politics of knowledge production and challenges for policy sociologists seeking to be critical in shifting contexts.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"306 - 321"},"PeriodicalIF":3.9,"publicationDate":"2021-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1878467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49037194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-31DOI: 10.1080/17508487.2021.1881914
Avihu Shoshana
ABSTRACT One of the most thought-provoking contemporary developments in the study of governmentality is the concept of affective governmentality, alluding to how emotions play an important role in the regulation of individuals and populations. This article proposes to examine affective governmentality through the governmental construction and the phenomenological maintenance of gratitude among graduates of a state-run boarding school in Israel that serves disadvantaged students. For the current study, governmental and organizational documents were analyzed along with interviews with the school’s administrators and graduates through several decades. My critical readings indicate that this boarding school has constructed its organizational identity through a relationship of gift and rescue. In-depth interviews with the boarding school’s graduates reveal how they translated this governmental construction into accounts of gratitude. The article discusses the logic of gratitude as a ‘role-taking emotion’ which reinforces a specific emotional reflexivity and asymmetry in the relations between the State and its disadvantaged citizens.
{"title":"Affective governmentality through gratitude: governmental rationality, education, and everyday life","authors":"Avihu Shoshana","doi":"10.1080/17508487.2021.1881914","DOIUrl":"https://doi.org/10.1080/17508487.2021.1881914","url":null,"abstract":"ABSTRACT One of the most thought-provoking contemporary developments in the study of governmentality is the concept of affective governmentality, alluding to how emotions play an important role in the regulation of individuals and populations. This article proposes to examine affective governmentality through the governmental construction and the phenomenological maintenance of gratitude among graduates of a state-run boarding school in Israel that serves disadvantaged students. For the current study, governmental and organizational documents were analyzed along with interviews with the school’s administrators and graduates through several decades. My critical readings indicate that this boarding school has constructed its organizational identity through a relationship of gift and rescue. In-depth interviews with the boarding school’s graduates reveal how they translated this governmental construction into accounts of gratitude. The article discusses the logic of gratitude as a ‘role-taking emotion’ which reinforces a specific emotional reflexivity and asymmetry in the relations between the State and its disadvantaged citizens.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"436 - 450"},"PeriodicalIF":3.9,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1881914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60017113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-22DOI: 10.1080/17508487.2021.1877756
Maureen A. Flint
ABSTRACT In higher education, the place of the college campus, as a site of experiences, histories, symbols, and encounters, has important implications for student outcomes. However, the place of campus is often treated as a static or neutral site – a black box within which student outcomes such as belongingness occur. This article argues that excavating the encounters and memories around campus monuments can serve as an entry point for unfolding how systems of colonization and white supremacy persist in higher education, offering a critical re-imagining of the concept of belongingness. Guided by McKittrick and Massey’s feminist decolonial spatial theories and Barad’s conceptualization of memory and re-membering, the article excavates two campus monuments: a boulder commemorating confederate soldiers and a clocktower honoring the legacy of the first Black students at the University. These monuments are memory objects, memorializing particular moments in time on campus, and thus becoming part of the current reproductions of place. Through tracing the memories of campus monuments into the entanglements of the present climate of higher education, this article offers implications and considerations for institutions grappling with their history and responsibility to the past.
{"title":"Racialized retellings: (Un)ma(r)king space and place on college campuses","authors":"Maureen A. Flint","doi":"10.1080/17508487.2021.1877756","DOIUrl":"https://doi.org/10.1080/17508487.2021.1877756","url":null,"abstract":"ABSTRACT In higher education, the place of the college campus, as a site of experiences, histories, symbols, and encounters, has important implications for student outcomes. However, the place of campus is often treated as a static or neutral site – a black box within which student outcomes such as belongingness occur. This article argues that excavating the encounters and memories around campus monuments can serve as an entry point for unfolding how systems of colonization and white supremacy persist in higher education, offering a critical re-imagining of the concept of belongingness. Guided by McKittrick and Massey’s feminist decolonial spatial theories and Barad’s conceptualization of memory and re-membering, the article excavates two campus monuments: a boulder commemorating confederate soldiers and a clocktower honoring the legacy of the first Black students at the University. These monuments are memory objects, memorializing particular moments in time on campus, and thus becoming part of the current reproductions of place. Through tracing the memories of campus monuments into the entanglements of the present climate of higher education, this article offers implications and considerations for institutions grappling with their history and responsibility to the past.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"62 1","pages":"559 - 574"},"PeriodicalIF":3.9,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17508487.2021.1877756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44447790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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