| 1. |
- Angervall, Petra, 1970-, et al.
(författare)
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Academic Career : On institutions, social capital and gender
- 2018
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 37:6, s. 1095-1108
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Tidskriftsartikel (refereegranskat)abstract
- During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.
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| 2. |
- Angervall, Petra, 1970, et al.
(författare)
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Akademisk karriär i sociala nätverk
- 2013
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Ingår i: Kön och karriär i akademin. En studie inom det utbildningsvetenskapliga fältet.. - Göteborg : University of Gothenburg. - 9781608057276 ; , s. 124-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Angervall, Petra, 1970, et al.
(författare)
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Becoming an academic researcher : The productive body of academia
- 2013
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Ingår i: ECER Conference program: Creativity and Innovation in Educational Research.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- What subjectivities are allowed in Academia? As others, we argue that the neo-liberal restructuring process of higher education has given certain discourses and subjectivities legitimacy. We analyze how this process has affected the conditions of making subjectivities, e.g. becoming different, how academics move and try to be productive. From our point of view nomadology (Braidotti, 1994, 2002 a, Deleuze & Guattari, 2004) may be an interesting teoretical departure in order to analyse how junior researcher in academia, in the field of education, negotiate subject positions, make choices and shape their academic career. We argue that career is a process of transit, where researchers move, from place to place, in order to become a researcher. We work in line with Deleuze & Guattari (2004; Colebrook, 2010) and Braidotti (1994, 2002) concept of nomadology, which offers a way to analyze and understand how young researchers negotiate subject positions and shape their academic career. However, we do not use nomadology in a rigorous way, but as Rajchman (2000) describes as a map of connection. A connection with other possibilities: ... making visible problems for which there exists no program, no plan, no "collective agency (Rajchman, 2000, p.8). Rajchman (2000) points out the importance of not individualize the individual and instead try to look beyond the taken for granted social representation, that emerges from the informants' stories. The reserachers in this study are seen as: ... the tellers of experience, but every time telling is constrained, partial, and Determined by the discourses and histories That prefigure, even as They Might promise, representation (Britzman, 1995, p 232). Our "nomadic toolbox" therefore consists of the concepts of desire and becoming, nomadic subject position, the minority in becoming and deterritorialization. The empirical study was carried out at two large (research-based) and two small regional (poly-techs, non-doctoral) universities in Sweden. At these universities, institutions (5-8) as well as research units, embedded in educational sciences, have been analysed by means of interviews of 70 early career academics. In this article, we present a selection of these narratives (12 researchers) using pseudonyms. The in-depth interviews (Alvesson, 2011) varied between 50 and 100 minutes. The interviews concern how individual academics, describe their experiences of the positioning process, the conditions and the consequences, the sacrifices, choices and rewards. Discourse analysis is used to analyse how discourses and material conditions intersect in the construction of a nomadic subject positions (Braidotti, 1994, 2002 b). The results are presented by using metaphors illustrating one specific subject position, the nomad position of academia. The results, so far in progress, illustrate how these nomads move in spaces of transition, searching for legitimacy and power. Their bodily differences seem to give them various resources in order to become aware, conscious and safe. They express being un-recognized, left outside and not appreciated. Therefore, some distance themselves from learning the code of majority, describe how they feel caught in spaces in-between unable to become satisfied. However, some of them also give example of how e.g. intellectual freedom as a political standpoint, can compensate for the loss of a physical “home”, or even create other spaces of stability and satisfaction.
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| 4. |
- Angervall, Petra, 1970, et al.
(författare)
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Becoming an Academic Researcher
- 2014
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Ingår i: Policy Futures in Education. - 1478-2103. ; 12:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- The neo-liberal restructuring of academia justifies research concerning what constitutes academic work, what it means to be an academic researcher and how researchers manoeuvre in academia. The aim of this article is to investigate how this reshaping of higher education affects how research careers are formed and impacts on ‘becoming researchers’. The authors analyse the processes of becoming an academic subject by means of detailed cartographies of 14 early career researchers and their experiences of making a career in academia. The authors see the nomadic subject as being in a becoming process of constant change and mediation between different levels of power and desire. She or he constantly searches and shifts between a conscious desire and unconscious needs. By using three intersected themes – ‘feeling a bit alone’, ‘I do “my own thing”’ and ‘I decided to move’ – the authors have identified how these 14 researchers, in the processes of becoming an academic subject, are driven by desires that are making it difficult for them to understand and read their situations. There appears to be a tension between how they understand what they need to do and what they actually do. In conclusion, the authors illustrate how these nomadic researchers are made into unproductive individuals who underperform. Their otherness is often understood as and proclaimed to be self-made. That is why academics in a nomadic subject position often seem to blame themselves for their lack of ability to adjust to institutional demands for performativity.
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| 5. |
- Angervall, Petra, 1970, et al.
(författare)
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Challenges in making an academic career in education sciences
- 2018
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 39:4, s. 451-465
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Tidskriftsartikel (refereegranskat)abstract
- The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.
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| 6. |
- Angervall, Petra, et al.
(författare)
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Gendered networks in academia
- 2011
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Konferensbidrag (refereegranskat)abstract
- This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.
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| 7. |
- Angervall, Petra, 1970, et al.
(författare)
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Gendered Networks. On Social Capital in Academia
- 2011
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Ingår i: ECER konferens 13-16/9. Berlin, Tyskland.
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Konferensbidrag (refereegranskat)abstract
- This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access horizontal and vertical networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career. The analysis also illustrates how positions in the horizontal institutional network tend to affect positions provided by the vertical network. Resources (social, economic) used and provided in the horizontal network are often needed in order for the researcher to be admitted into the vertical network. Further, aspects of trust play an important role in the process, where institutional networks and different positions are established. We also argue that many vertical networks promote performativity and thereby exclude those (often women) lacking legitimacy and certain resources for power.
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| 8. |
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| 9. |
- Angervall, Petra, 1970, et al.
(författare)
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Ingång och framgång i akademisk karriär
- 2013
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Ingår i: E Öhrn, E & L Lundahl (Red) Kön och karriär i akademin. En studie inom det utbildningsvetenskapliga fältet. - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467612 ; , s. 107-125
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Angervall, Petra, 1970, et al.
(författare)
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Invited to academia. Recruited for science or teaching in Education Sciences
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:6, s. 663-678
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Tidskriftsartikel (refereegranskat)abstract
- In the context of higher education in Sweden, we see how major policy change is forming the field of Education Sciences. This change has promoted an increased focus on competitiveness, while reducing inefficiencies in mass-education. It has given legitimacy to specific recruitment strategies and career paths, but can also explain what determines how career capital is accumulated. The aim of the present study is to describe how academics experience recruitment and positioning processes in their career. How do academics gain career capital and symbolic value in career and use it to gain recognition? The results illustrate three career paths, identified as the invited, the useful or the uninvited. Thus, the present article describes a Matthew effect in recruitment, where young PhD students are positioned early on as either promising researchers, teachers, or as substitutes who are sorted out from both research and education.
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