Narrating the (Dis)comfort and Multiplicities of Becoming Faculty

Autor/inn/en	Maritz, J. E.; Prinsloo, P.
Titel	Narrating the (Dis)comfort and Multiplicities of Becoming Faculty
Quelle	In: Gender and Education, 33 (2021) 6, S.692-706 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maritz, J. E.) ORCID (Prinsloo, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1860198
Schlagwörter	Foreign Countries; College Faculty; Minority Group Teachers; LGBTQ People; Professional Identity; Teacher Attitudes; Teaching Experience; Gender Issues; Feminism; South Africa + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerverhalten; Geschlechterfrage; Feminismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the broader context of higher education, queer and gay faculty are increasingly visible, yet they are also relatively quiet regarding the assemblages of their identity on the processes of becoming faculty. In authoring our assemblages of coming to be Afrikaner and white and queer and gay as well as faculty, we attempt to narrate our multiplicities as polyphonic in the context of the South African and African higher education. We use new materialism as heuristic lense to voice/perform the complexities of our (dis)comfort, our complicities, and lived liminality as faculty. As such, in our narratives and responses to each other's narratives, we not only account for the cumulative force of the materiality of historical and social events and discourses on our identities and practices of self but also accept the (im)possibility of finding equilibrium. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01