1,996
Views
2
CrossRef citations to date
0
Altmetric
Articles

The sex or the head? Feminine voices and academic women through the work of Hélène Cixous

ORCID Icon & ORCID Icon
Pages 1537-1549 | Received 27 Feb 2023, Accepted 16 May 2023, Published online: 09 Jun 2023

References

  • Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Duke University Press.
  • Ahmed, S. (2017). Living a feminist life. Duke University Press.
  • Amsler, S., & Motta, S. C. (2019). The marketised university and the politics of motherhood. Gender and Education, 31(1), 82–99. https://doi.org/10.1080/09540253.2017.1296116
  • Anteliz, E. A., Mulligan, D. L., & Danaher, P. A. (Eds.). (2023). The Routledge international handbook of autoethnography in educational research. Routledge.
  • Bacevic, J. (2021). Epistemic injustice and epistemic positioning: Towards an intersectional political economy. Current Sociology, 001139212110576. Advance online publication. https://doi.org/10.1177/00113921211057609
  • Barnard, S., Dainty, A., & Hassan, T. (2016). The challenge of contesting structures that reproduce gender inequalities: The dual power of New Managerialism and masculine norms in academic settings. Paper presented at the Gender, Work and Organisation conference, Keele University UK, 29 June–1 July 2016.
  • Barrow, M., & Grant, B. (2019). The uneasy place of equity in higher education: Tracing its (in)significance in academic promotions. Higher Education, 78(1), 133–147. https://doi.org/10.1007/s10734-018-0334-2
  • Bertilsdotter Rosqvist, H., Botha, M., Hens, K., O’Donoghue, S., Pearson, A., & Stenning, A. (2022). Cutting our own keys: New possibilities of neurodivergent storying in research. Autism, 13623613221132107. https://doi.org/10.1177/13623613221132107
  • Blell, M., Liu, S. S., & Verma, A. (2023). Working in unprecedented times: Intersectionality and women of color in UK higher education in and beyond the pandemic. Gender, Work & Organization, 30(2), 353–372. https://doi.org/10.1111/gwao.12907
  • Bönisch-Brednich, B., & White, K. (2021). Whatever happened to gender equality in Australian and New Zealand universities? In P. O'Connor & K. White (Eds.), Gender, power and higher education in a globalised world. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-69687-0_5
  • Brower, A., & James, A. (2020). Research performance and age explain less than half of the gender pay gap in New Zealand universities. Plos One, 15(1), E0226392. https://doi.org/10.1371/journal.pone.0226392
  • Brown, N., & Leigh, J. (Eds.) (2020). Ableism in academia: Theorising experiences of disabilities and chronic illnesses in higher education. UCL Press.
  • Buchanan, N. T. (2020). Researching while Black (and female). Women & Therapy, 43(1-2), 91–111. https://doi.org/10.1080/02703149.2019.1684681
  • Chang, H., Ngunjiri, F., & Hernandez, K. C. (2013). Collaborative autoethnography. Routledge.
  • Cixous, H., Cohen, K., & Cohen, P. (1976). The laugh of the Medusa. (Trans. K. Cohen and P. Cohen). Signs: Journal of Women in Culture and Society, 1(4), 875–893. https://doi.org/10.1086/493306
  • Cixous, H. (1981). Castration or decapitation? (Trans. A. Kuhn). Signs: Journal of Women in Culture and Society, 7(1), 41–55. https://doi.org/10.1086/493857
  • Cixous, H. (1986). The newly born woman. University of Minnesota Press.
  • Crew, T. (2020). Higher education and working-class academics: Precarity and diversity in academia. Palgrave Macmillan.
  • Derrida, J. (1998). Of grammatology (G. C. Spivak, trans.). John Hopkins University Press. (Original work published 1967).
  • Fredericks, B., White, N., Phillips, S., Bunda, T., Longbottom, M., & Bargallie, D. (2019). Being ourselves, naming ourselves, writing ourselves: Indigenous Australian women disrupting what it is to be academic within the academy. In L. M. Thomas & A. B. Reinertsen (Eds). Academic writing and identity constructions (pp. 75–96). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-01674-6_5
  • Ghosh, D., & Barber, K. (2021). The gender of multiculturalism: Cultural tokenism and the institutional isolation of immigrant women faculty. Sociological Perspectives, 64(6), 1063–1080. https://doi.org/10.1177/0731121420981098
  • Grant, A., & Kara, H. (2021). Considering the Autistic advantage in qualitative research: The strengths of Autistic researchers. Contemporary Social Science, 16(5), 589–603. https://doi.org/10.1080/21582041.2021.1998589
  • Gutiérrez y Muhs, G., Niemann, Y. F., Gonzalez, C. G., & Harris, A. P. (Eds.) (2012). Presumed incompetent: The intersections of race and class for women in academia. University Press of Colorado.
  • Hawkins, D. F. (2021). A racism burnout: My life as a Black academic. Race and Justice, 11(3), 301–317. https://doi.org/10.1177/2153368720971025
  • Hewertson, H., & Tissa, F. (2022). Intersectional imposter syndrome: How imposterism affects marginalised groups. In M. Addison, M. Breeze, & Y. Taylor (Eds.), The Palgrave handbook of imposter syndrome in higher education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-86570-2_2
  • Jarldorn, M., & Gatwiri, K. (2022). Shaking off the imposter syndrome: Our place in the resistance. In M. Addison, M. Breeze, & Y. Taylor (Eds.), The Palgrave handbook of imposter syndrome in higher education (pp. 529–543). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-86570-2_32
  • Jones, A., & Jenkins, K. (2008). Rethinking collaboration: Working the Indigene-Colonizer hyphen. In N. K. Denzin, Y. S. Lincoln & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 471–486). https://doi.org/10.4135/9781483385686
  • Jones, A. R. (2012). Writing the body: Toward an understanding of I’écriture féminine. In D. Rosenfelt & J. Newton (Eds.), Feminist criticism and social change: Sex, class and race in literature and culture (pp. 86–101). Routledge.
  • Junaid, F. A. (2022). Pakistani women in academia: Mid-career challenges and opportunities. In H. L. Schnackenberg (Ed.), Women in higher education and the journey to mid-career: Challenges and opportunities (pp. 98–118). IGI Global.
  • Khuder, B., & Petrić, B. (2023). Intersectionality of marginalisation: EAL academics in exile writing for international publication. Journal of Multilingual and Multicultural Development, 1–14. https://doi.org/10.1080/01434632.2023.2170387
  • Lahiri-Roy, R., & Martinussen, M. (2023). Do our diversities count? Collaborative reflections on dwelling in academe’s intersectional shadowlands. International Journal of Qualitative Studies in Education, 1–15. https://doi.org/10.1080/09518398.2023.2178037
  • Lauwo, S. (2018). Challenging masculinity in CSR disclosures: Silencing of women’s voices in Tanzania’s mining industry. Journal of Business Ethics, 149(3), 689–706. https://doi.org/10.1007/s10551-016-3047-4
  • Lawless, B., & Chen, Y. (2015). Immigrant women, academic work, and agency: Negotiating identities and subjectivities with/in the ivory tower. International Journal of Diversity in Organizations, Communities, & Nations, 14(1), 39–50. https://doi.org/10.18848/1447-9532/CGP/v14/40143
  • Lipton, B., & Mackinlay, E. (2020). Before the door: Storying the material, affective and ethical dimensions of inclusion for women academics. Continuum, 34(6), 914–922. https://doi.org/10.1080/10304312.2020.1842127
  • Lipton, B., & Mackinlay, E. (2017). We only talk feminist here: Feminist academics, voice and agency in the neoliberal university. Palgrave Macmillan.
  • Locke, K. (2015). Intersectionality and reflexivity in gender research: Disruptions, tracing lines and shooting arrows. International Studies in Sociology of Education, 25(3), 169–182. https://doi.org/10.1080/09620214.2015.1058722
  • Lorde, A. (1984). Sister outsider: Essays and speeches. Crossing Press.
  • Lyotard, J. F. (1998). The Differend. Phrases in dispute (G.V.D. Abbeele, trans.). University of Minnesota Press. (Original work published 1983).
  • McAllister, T., Naepi, S., Walker, L., Gillon, A., Clark, P., Lambert, E., McCambridge, A. B., Thoms, C., Housiaux, J., Ehau-Taumaunu, H., Waikauri Connell, C. J., Keenan, R., Thomas, K.-L., Maslen-Miller, A., Tupaea, M., Mauriohooho, K., Puli’uvea, C., Rapata, H., Nicholas, S. A., … Alipia, T. (2022). Seen but unheard: Navigating turbulent waters as Māori and Pacific postgraduate students in STEM. Journal of the Royal Society of New Zealand, 52(sup1), 116–134. https://doi.org/10.1080/03036758.2022.2097710
  • Mellifont, D., Smith-Merry, J., Dickinson, H., Llewellyn, G., Clifton, S., Ragen, J., Raffaele, M., & Williamson, P. (2019). The ableism elephant in the academy: A study examining academia as informed by Australian scholars with lived experience. Disability & Society, 34(7-8), 1180–1199. https://doi.org/10.1080/09687599.2019.1602510
  • Muhr, S. L., & Rehn, A. (2015). On gendered technologies and cyborg writing. Gender, Work & Organization, 22(2), 129–138. https://doi.org/10.1111/gwao.12057
  • Niemann, Y. F., Gutiérrez y Muhs, G., & Gonzalez, C. G. (Eds.) (2020). Presumed incompetent II: Race, class, power, and resistance of women in academia. University Press of Colorado.
  • Oliver, C., & Morris, A. (2020). (dis-)Belonging bodies: Negotiating outsider-ness at academic conferences. Gender, Place & Culture, 27(6), 765–787. https://doi.org/10.1080/0966369X.2019.1609913
  • Pebdani, R. N., Zeidan, A., Low, L., & Baillie, A. (2023). Pandemic productivity in academia: Using ecological momentary assessment to explore the impact of COVID-19 on research productivity. Higher Education Research & Development, 42(4), 937–953. https://doi.org/10.1080/07294360.2022.2128075
  • Pullen, A., & Rhodes, C. (2008). Dirty writing. Culture and Organization, 14(3), 241–259. https://doi.org/10.1080/14759550802270684
  • Purewal, N. K., & Ung Loh, J. (2021). Coloniality and feminist collusion: Breaking free, thinking anew. Feminist Review, 128(1), 1–12. https://doi.org/10.1177/01417789211020249
  • Ramdeholl, D., & Jones, J. (2022). Confronting institutionalized racism in higher education: Counternarratives for racial justice. Routledge.
  • Reinert, L. J., & Yakaboski, T. (2017). Being out matters for lesbian faculty: Personal identities influence professional experiences. NASPA Journal about Women in Higher Education, 10(3), 319–336. https://doi.org/10.1080/19407882.2017.1285793
  • Reyes, V. (2022). Academic outsider: Stories of exclusion and hope. Stanford University Press.
  • Ronksley-Pavia, M., Neumann, M. M., Manakil, J., & Pickard-Smith, K. (2023). (Eds.) Academic women: Voicing narratives of gendered experiences. Bloomsbury.
  • Ruru, J., & Nikora, L. W. (2021). Ngā kete mātauranga: Māori scholars at the research interface. Otago University Press.
  • Sang, K. J. C. (2018). Gender, ethnicity and feminism: An intersectional analysis of the lived experiences feminist academic women in UK higher education. Journal of Gender Studies, 27(2), 192–206. https://doi.org/10.1080/09589236.2016.1199380
  • Smith, C. A., Williams, E. L., Wadud, I. A., & Pirtle, W. N. L.; The Cite Black Women Collective. (2021). Cite Black women: A critical praxis (A statement). Feminist Anthropology, 2(1), 10–17. https://doi.org/10.1002/fea2.12040
  • Sobre-Denton, M. S. (2012). Stories from the cage: Autoethnographic sensemaking. Journal of Contemporary Ethnography, 41(2), 220–250. https://doi.org/10.1177/0891241611429301
  • Stewart, G. T., Devine, N., Jenkin, C., Heta-Lensen, Y., Maurice-Takerei, L., Stuart, M. J., & Middleton, S. (2022). As the crones fly. Educational Philosophy and Theory, 1–14. https://doi.org/10.1080/00131857.2022.2154206
  • Taylor, C. A., Gannon, S., Adams, G., Donaghue, H., Hannam-Swain, S., Harris-Evans, J., Healey, J., & Moore, P. (2020). Grim tales: Meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99, 101513. https://doi.org/10.1016/j.ijer.2019.101513
  • Valiquette, R. A. (2019). An ecology of immanent otherness: The Onto/eco-poethics of Hélène Cixous [Doctoral thesis. York University], York Space Institutional Repository. https://yorkspace.library.yorku.ca/xmlui/handle/10315/36789
  • Veale, J. (2017). Reflections on transgender representation in academic publishing. International Journal of Transgenderism, 18(2), 121–122. https://doi.org/10.1080/15532739.2017.1279868
  • Waterfield, B., Beagan, B. L., & Mohamed, T. (2019). “You always remain slightly an outsider”: Workplace experiences of academics from working-class or impoverished backgrounds. Canadian Review of Sociology = Revue Canadienne de Sociologie, 56(3), 368–388. https://doi.org/10.1111/cars.12257
  • Wren Butler, J. (2022). ‘I shouldn’t be here’: Academics’ experiences of embodied (un)belonging, gendered competitiveness, and inequalities in precarious english higher education. In M. Addison, M. Breeze, & Y. Taylor (Eds.), The Palgrave handbook of imposter syndrome in higher education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-86570-2_3
  • Yelin, H., & Clancy, L. (2021). Doing impact work while female: Hate tweets, ‘hot potatoes’ and having ‘enough of experts. ‘ European Journal of Women’s Studies, 28(2), 175–193. https://doi.org/10.1177/1350506820910194