Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia.

Autor/in	Wren Butler, Jessica
Titel	Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia.
Quelle	In: Social Inclusion, 9 (2021) 3, S. 16-26 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2803
DOI	10.17645/si.v9i3.4074
Schlagwörter	Inklusion; Hochschulbildung; Akademiker; Hochschule; Vielfalt; Belegschaft; Wissenschaftlicher Mitarbeiter; Großbritannien
Abstract	This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemonic academic. Failing to align with this ideal can engender a sense of dislocation conceptualised as unbelonging. The mechanisms through which hegemonic academic identity is constituted and unbelonging is experienced are mapped onto three domains: the institutional, the ideological, and the embodied. The framework reveals the mutable and intersecting nature of these zones, highlighting the complex dynamics of unbelonging and the attendant challenge presented to inclusion projects when many apparatuses of exclusion are perceived as fundamental to what HE is for, what an academic is, and how academia functions.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2022/3