Queering Higher Education

Drawing on empirical data from diverse international contexts this book examines sites of affective antagonisms, fragility, and friction, and explores whether queer theory can provide alternative readings of contemporary pathways, pedagogical and research cultures, political economies, and policy priorities with higher education.

This interdisciplinary and international book subjects key areas of inclusion in the global knowledge economy to critical scrutiny from queer perspectivism. Drawing on empirical data from diverse international contexts including Chile, Finland, Japan, Malaysia, India, Afghanistan, Bangladesh, Nepal, Pakistan, Sri Lanka, Ghana, Tanzania, South Africa, and the UK, this book examines sites of affective antagonisms, fragility, and friction, and explores whether queer theory can provide alternative readings of contemporary pathways, pedagogical and research cultures, political economies, and policy priorities with higher education. Main themes covered include:

• The Global Knowledge Economy and Epistemic Injustice
• Decolonisation
• Internationalisation
• Feminist Leadership
• Affirmative Action
• Queering the Political Economy of Neoliberalism
• Digitalisation of academic work Both comparative and illustrative, this key text provides a comparative analysis that recognises epistemic diversity, multiplicity of experiences, and, importantly, the effect of comparative reason in constructing stratified universities' world fields and excluded and marginal academic experiences. It also takes into account the colonial historical entanglements in the ongoing formation and disavowal of the university and academic labour.

Queering Higher Education: Troubling Norms in the Global Knowledge Economy is ideal reading for all those interested in queer theory and how it relates to higher education.

Autorentext

Louise Morley, FacSS, is Emeritus Professor of Higher Education and former Director of the Centre for Higher Education and Equity Research (CHEER) (http://www.sussex.ac.uk/education/cheer/) at the University of Sussex, UK. Louise has published and presented widely and she has an international reputation in the field of higher education studies (see http://sro.sussex.ac.uk/view/creators/461.html).

Daniel Leyton is Lecturer of Education at the University at the University of Exeter. His recent publications include Neoliberalising Working-class Subjectification through Affirmative Action Policies: Managerial Leadership and Ontological Coaching in Higher Education (2022) in Journal of Education Policy and The Un/methodology of 'Theoretical Intuitions': Resources of Generations Gone Before, Thinking and Feeling Class in Discourse: Studies in the Cultural Politics of Education, with Valerie Hey and Sarah Leaney.

Inhalt

Introduction

1. Rainbow Laces and Safe Spaces: Applying Queer Theory to Inclusive Higher Education

2. Covid-19- Pandemic Productivity, Epidemic/ Epistemic Inclusion, and Staying with the Mess

3. Queering the Digital Knowledge Economy: Disruption, Personalisation, and Privatisation

4. Queering Internationalisation: Contesting Policy and Knowledge Imaginaries from Migrants' Embodied Experiences

5. Troubling Affirmative Action's Global Normalisation in Higher Education

6. Queering Women in Higher Education Leadership

Conclusion: You Need to Unmute Yourself

Index