Feminist collaborations in higher education: stretched across career stages

Research output: Research - peer-reviewArticle

Categorical career stages offer an institutional framework through which mobilities can be claimed and contested by feminists in academia. Inhabiting career stages uncritically can serve to reproduce neoliberal academic structures that feminists may seek to resist. Collaboration across career stages is a significant empirical case for understanding how feminists occupy academic space. We use auto-ethnographic methods to read career stages and feminist collaboration through each other, analysing the authors’ cross-career collaborations and mentoring relationship in a Scottish University. We ask how feminist collaboration can claim and disrupt the neoliberal temporal logics of competitively achieving individuals on upward career trajectories, where academic arrival can feel permanently deferred. As such we argue for more pluralised and fragmented understandings of ‘career stages’, which as fixed categories work to position academics as either precarious or privileged, and for a messier imaginary of academic work and careers.
Original languageEnglish
JournalGender and Education
Early online date10 May 2018
StateE-pub ahead of print - 10 May 2018

    Research areas

  • feminism, academia, autoethnography, career development, higher education

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 10/05/2018, available online: http://www.tandfonline.com/10.1080/09540253.2018.1471197

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