Futures and fractures in feminist and queer higher education: introduction

Research output: Contribution to journalEditorial

26 Downloads (Pure)

Abstract

Futures and fractures in feminist and queer higher education is concerned with educational futures, in the sense of the futures of higher education (HE) as well as the future-orientated subjectivities implied in HE practice. These futurities are not homogenous, linear or certain, but rather can be uncertain, stratifying, precarious, or in-between. Educational futures are often imaged as universal, without naming their located specificity: your educational future may not be mine. Universities’ pasts, presents and futures often rely on and reproduce sexist, classist, racist, colonial relations and in a landscape of ‘internationalization’ – of mobility for some staff and student bodies – these relations seem reconfigured rather than resolved (Arday & Mirza, 2018; Bhambra et al., 2018; Leathwood & Read, 2009; Mahony & Zmroczek 1997; Waller et al. 2017). ‘The Future’ is also bound up with unreliable enlightenment promises of progress (increasingly efficient – excellent – exceptional institutions) and neoliberal meritocracy (upwardly mobile responsibilised, entrepreneurial competitively - achieving individuals) (Addison, 2012; Taylor, 2014; Taylor & Scurry, 2011).
Original languageEnglish
Number of pages11
JournalJournal of Applied Social theory
Volume1
Issue number2
Publication statusPublished - 9 Oct 2018

Keywords

  • educational diversity
  • higher education
  • femenist academics

Cite this