Demystifying the Academy: Resistance, Ethics and Abuse of Power

Autor/in	Bravo-Moreno, Ana
Titel	Demystifying the Academy: Resistance, Ethics and Abuse of Power
Quelle	In: Power and Education, 14 (2022) 2, S.140-156 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bravo-Moreno, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/17577438211068283
Schlagwörter	Ethics; Power Structure; Guidelines; Gender Differences; Social Class; Ethnicity; Ethnography; Social Environment; College Faculty; Cross Cultural Studies; Higher Education; Foreign Countries; Social Justice; Teacher Attitudes; Heuristics; Social Differences; Student Experience; Disadvantaged; Foreign Students; Personal Narratives; Foreign Nationals; Spain; United States; United Kingdom + Suchen Sie Ihr Suchwort? Ethik; Richtlinien; Geschlechterkonflikt; Social classes; Soziale Klasse; Ethnizität; Ethnografie; Soziales Umfeld; Fakultät; Cultural comparison; Kulturvergleich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Soziale Gerechtigkeit; Lehrerverhalten; Heuristik; Sozialer Unterschied; Studienerfahrung; Erlebniserzählung; Ausländer; Ausländerin; Spanien; USA; Großbritannien
Abstract	The purpose of this article is to examine academia and the abuse of power based on auto-ethnographic research. I draw on my experiences across 12 universities in different locations in Spain, the UK and the USA that expose the way power is embedded in institutions of higher education and how it is maintained. This article analyses the exploration of inequalities which concerns particular social divisions, for example, gender, social class, ethnicity, non-national status and the intersection of these categories in particular sociocultural and historical contexts where I conducted my studies, research and teaching for more than 30 years. Employing auto-ethnography has allowed me to examine multi-layered lived experiences in the three countries intertwined with axes of inequality. Thanks to the dual focus on individual experiences and social contexts, this article shows how different systems of domination have shaped my experiences as a student and as a member of faculty in a transnational context. This heuristic approach has challenged me to generate meaning within a framework of ethics and social justice, recognizing that academia often excludes and marginalizes. Thus, this qualitative research enables marginal voices and the articulation of silenced narratives, hence expanding our knowledge of the relationship between power and academia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01