| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- Angervall, Petra, 1970
(författare)
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Genus i excellensforskning. Om styrmekanismer och karriärvillkor i akademin.
- 2012
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Ingår i: Nationell konferens för genusforskning.
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Konferensbidrag (refereegranskat)abstract
- Inom ett neoliberalt styrningssystem dominerar flera diskurser, performativitet, diskurser om ökad flexibilitet och marknadisering, men också en governmentalitet (Davis & Bansel, 2005). Studien berör hur högre utbildning formas av, formar, dessa diskurser, hur de uttrycks och styr över hur akademiker väljer karriär. Särskilt behandlas hur performativa ideal omvandlas till olika former av styrtekniker, dvs. ges legitimitet i en performativ akademisk kultur. Ett specifikt excellensprogram står i fokus och hur detta används, bl a genom att implementera "karriärkontrakt". Studien bygger på diskursanalys av texter och samtal med olika grupper av akademiker. Den omfattar hur framgång och strävanden efter excellens artikuleras, bl a genom de så kallade karriärkontrakten, och hur dessa används och formar olika subjektspositioner inom akademin. Resultaten visar hur programmet ger vissa subjektiviteter legitimitet, där framgång exempelvis tenderar skapas som viss maskulinitet. Den visar också hur karriärkontrakten används för att exkludera de som rör sig utanför/mellan gränser för den performativa, självstyrande subjektet.
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| 6. |
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| 7. |
- 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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| 8. |
- Angervall, Petra, 1970, et al.
(författare)
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Studiens kontext, begreppsram och empiri
- 2013
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Ingår i: Kön och karriär i akademin. - Göteborg : Acta Universitatis Gothoburgensis. - 0436-1121. - 9789173467612 - 9789173467629 ; , s. 19-37
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Angervall, Petra, 1970, et al.
(författare)
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The Making of Careers in Academia: Split Career Movements in Education Science
- 2014
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Ingår i: European Educational Research Journal. - 1474-9041. ; 13:6, s. 601-615
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Tidskriftsartikel (refereegranskat)abstract
- In this article the authors discuss developments in the Europeanisation of higher education policy context of Sweden, and in particular certain changes within the field of education science. Detailed career narratives from 30 interviews have been produced and analysed. These narratives illustrate how research careers in education are formed and conditioned by institutional demands, forms of career capital and the actions of researchers. In the making of careers in academia, the authors point out how some researchers get access to resources that make them competitive and influential, and that those with an already strong research career capital tend accumulate more of this. They also point out that researchers with a background in teaching seem to find it harder to develop research careers as they seem to be bound to forms of career capital that are seen as more needed in teaching. Accordingly, two career profiles have been identified: the successful and the supportive researchers, respectively.
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| 10. |
- Angervall, Petra, 1970
(författare)
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Vem blir excellent forskare?
- 2013
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Ingår i: Kön och karriär i akademin. En studie inom det utbildningsvetenskapliga fältet. - Göteborg : Acta Universitatis Gothoburgensis. - 9789173467612 ; , s. 143-164
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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