Women’s refusal of racial patriarchy in South African academia

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-07-22 DOI:10.1080/09540253.2022.2101201

Z. Raymond, Hugo Canham

引用次数: 0

Abstract

ABSTRACT This paper explores the career experiences of women academics at three South African universities. To understand the experiences of women academics, we conducted an intersectional interrogation of the politics and practices of belonging in departmental cultures. The sample consisted of thirty women academics whose interviews were analysed through a discursive thematic frame. We found that while all participants experienced gender-based discrimination which hinders academic progression, the barriers experienced by black women academics are compounded by the intersections of race, gender, and motherhood. Patriarchal and racist institutional, disciplinary and departmental cultures served as further challenges to belonging. On the other hand, through counter storytelling and refusal, women created alternative spaces of sociality where suffering co-exists with pleasure, refusal and survival. Ultimately, the paper suggests refusal as a generative theoretical lens to surface the complexity of women academics.

查看原文本刊更多论文

南非学术界女性对种族父权制的拒绝

摘要本文探讨了南非三所大学女性学者的职业经历。为了了解女性学者的经历，我们对部门文化中的政治和归属实践进行了交叉询问。样本由30名女性学者组成，她们的访谈通过话语主题框架进行分析。我们发现，尽管所有参与者都经历了阻碍学术进步的基于性别的歧视，但黑人女性学者所经历的障碍因种族、性别和母亲身份的交叉而加剧。父权制和种族主义的制度、纪律和部门文化进一步挑战了归属感。另一方面，通过反故事和拒绝，女性创造了另一种社会空间，在这种空间中，痛苦与快乐、拒绝和生存共存。最终，该论文提出拒绝作为一种生成性的理论视角，以揭示女性学者的复杂性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.