Yvette Taylor

Maddie Breeze

To do feminism and to be a feminist in higher education is to repeat oneself: to insist on gender equality as more than institutional incorporation and diversity auditing, to insert oneself into and against neoliberal measures, and to argue for nuanced intersectional feminist analysis and action. This book returns to established feminist strategies for taking up academic space, re-thinking how feminists inhabit the university and pushing back against institutional failures. The authors assert the academic career course as fundamental to understanding how feminist educational journeys, collaborations and cares and ways of knowing stretch across and reconstitute academic hierarchies, collectivising and politicising feminist career successes and failures. By prioritising interruptions, the book navigates through feminist methods of researcher reflexivity, autoethnography and collective biography: in doing so, moving from feminist identity to feminist practice and repeating the potential of queer feminist interruptions to the university and ourselves. ​

Interrupting Career Categories

Feminist Repetitions in Higher Education

Cristina Costa

This book offers new interdisciplinary analyses of borders and blockages in higher education and how they can be inhabited and reworked. Amidst stratified inequalities of race, gender, class and sexuality, across time and space, contributors explore what alternative academic futures can be claimed. While higher education institutions are increasingly concerned with ‘internationalization’, ‘diversity’, and ‘widening access and participation’, the sector remains complicit in reproducing entrenched inequalities of access and outcomes among both students and staff: boundaries of who does and does not belong are continually drawn, enacted, contested and redrawn. In the contemporary neoliberal, entrepreneurial and ‘post’-colonial educational context, contributors critically examine educational futures as these become more uncertain. This wide-ranging collection serves as a call to action for those concerned with the future of higher education, and how alternative futures can be reimagined.

Futures and fractures in higher education

Time and Space in the Neoliberal University

Michelle Addison

This Handbook explores experiences, feelings, and understandings of imposterism across social locations, institutional status, and intersecting inequalities. While in higher education, imposter syndrome is often positioned as an individual problem, the authors analyse (non)belonging as working through, with and against educational institutions rather than working endlessly on the self to ‘fit in’. Questioning for whom identifying as an ‘imposter’ is a choice, this innovative handbook highlights complexity and contemporary contestation over educational inclusions and exclusions. As identifying with imposterism becomes more common, the book asks what this can tell us, why these feelings matter, and how they relate to entrenched inequalities and their re-circulation in higher education. This collection dwells on ‘imposters’, wary of simply individualising, or celebrating, them as misfits, fraudsters or failures.

Maddie Breeze

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