Mobile, Hierarchical, Normative, Decadent and Conflict Prone: Understanding Academia through Fictional Conferences

Autor/inn/en	Henderson, Emily F.; Reynolds, Pauline J.
Titel	Mobile, Hierarchical, Normative, Decadent and Conflict Prone: Understanding Academia through Fictional Conferences
Quelle	In: Higher Education: The International Journal of Higher Education Research, 85 (2023) 6, S.1201-1218 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Emily F.) ORCID (Reynolds, Pauline J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00885-x
Schlagwörter	Postsecondary Education as a Field of Study; Fiction; Conferences (Gatherings); Popular Culture; Teaching (Occupation); Novels + Suchen Sie Ihr Suchwort? Fiktion; Popkultur; Teaching; Lehrberuf; Novel; Roman
Abstract	Representations of higher education in fiction-based sources contribute to forming public perceptions of academia, and so are a form of public pedagogy. Within popular culture representations, understandings of academics are constructed using particular tropes which build shared meanings of the profession. Conferences are one of these tropes and can thus be used as a focus to explore the construction of the academic profession in popular culture representations of higher education. This paper draws on a research project which explored representations of conferences in narrative fiction texts (novels, graphic novels, short stories). In this paper, we analyse references to conferences for what they teach us about the academic profession. The paper is based on analysis of 98 symbolic references to conferences from a sample of 23 fictional texts. Symbolic references are short references which serve as a shorthand to signal aspects of the academic profession, and in this paper, they have been analysed in terms of what they portray and where they position the reader. The paper argues that popular culture representations of academia are pedagogical, in that they show the profession to be desirable to others but encourage a disidentification with academics, reinforcing the exclusionary nature of the profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01