Neoliberalism and Higher Education: A Collective Autoethnography of Brown Women Teaching Assistants

Autor/inn/en	Cortes Santiago, Ileana; Karimi, Nastaran; Arvelo Alicea, Zaira R.
Titel	Neoliberalism and Higher Education: A Collective Autoethnography of Brown Women Teaching Assistants
Quelle	In: Gender and Education, 29 (2017) 1, S.48-65 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1197383
Schlagwörter	Neoliberalism; Higher Education; Ethnography; Teaching Assistants; Womens Studies; Womens Education; Women Faculty; Educational Research; Racial Differences; Racial Discrimination; Racial Bias; Social Justice; Educational Practices; Minority Group Teachers + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnografie; 'Women''s education'; Frauenbildung; Frauenakademie; Weibliche Gelehrte; Bildungsforschung; Pädagogische Forschung; Rassenunterschied; Racial bias; Rassismus; Racial discrimination; Soziale Gerechtigkeit; Bildungspraxis
Abstract	The neoliberal conceptualisation of institutions of higher education positions them as transnational corporations of knowledge production that sell services internationally. In this context, realities are experienced differently based on attributes such as class, gender, race, region, and increasingly religion. As a result, women in academia, but particularly Brown Women Teaching Assistants (TAs), encounter restrictions in exercising their agency. This systematic "othering" of minority women through unfair assessment of their work and the silencing of their voices leaves them in a de-powered and vulnerable position. As women of colour in higher education, we draw upon comparable and unique life stories as a data source for a "collaborative autoethnography." Furthermore, we adopt an arts-based lens through which we make sense of our narratives. Our aggregated stories reflect a constant negotiation for status as TAs in business-driven institutions of higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01