Critical Theory in Prestigious Academic Environments: A First-Generation Student's Chronicle

Autor/inn/en	Sadi, Merav Nakar; Ergas, Oren
Titel	Critical Theory in Prestigious Academic Environments: A First-Generation Student's Chronicle
Quelle	In: Critical Studies in Education, 64 (2023) 3, S.218-233 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ergas, Oren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2022.2071958
Schlagwörter	Stellungnahme; Critical Theory; First Generation College Students; Social Sciences; Departments; Social Differences; Equal Education; Personal Narratives; Educational Experience; Undergraduate Study; Doctoral Programs; Sociology; Ethnography; Disadvantaged; Empowerment; Self Concept; Foreign Countries; Social Systems; Political Attitudes; Israel (Tel Aviv); California (Los Angeles) + Suchen Sie Ihr Suchwort? Kritische Theorie; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Department; Abteilung; Sozialer Unterschied; Erlebniserzählung; Bildungserfahrung; Grundstudium; Doktorandenprogramm; Soziologie; Ethnografie; Selbstkonzept; Ausland; Social system; Soziales System; Political attitude; Politische Einstellung
Abstract	The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own experience as a first-generation student of Middle Eastern background who experienced intensive socialization processes -- from undergraduate to PhD studies in Sociology -- at two sociology departments both committed to critical theory. Using the method of autoethnography aided by a critical friend, I explain how, within its academic residency, critical theory's normative inclination to 'empower' marginalized subjects such as myself contained sweeping assumptions and inner contradictions that resulted in disenchantment and an overall estrangement from critical theory and academic writing altogether. I argue that selective acceptance and ongoing questioning of this discourse can revive a more constructive relations of first-generation students with their marginalized identities, and even turn them into valuable resources for writing and educational value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01