Learning from failure is a core component to education, however it is not often deliberately taught in university courses. In addition, while the rhetoric around taking risks, embracing failure, and bouncing back is pervasive in higher education, the corresponding structural supports are lacking. The purpose of the current work is to explore ways we can visualize and illustrate the power and privilege involved with embracing and learning from failure in the context of higher education. We offer three approaches to visualizing the same set of research data exploring student and instructor experiences of failure. The first figure is structured using a Venn diagram, the second uses a mobius strip, and the third draws on both puzzle imagery and the structure of a kernmantle rope to offer a more complex rendition of power and privilege in higher education. These illustrations are intended to serve as introductory guides to this topic. This work emphasizes that power is diffuse and mutable, and we underscore the critical importance of recognizing that each person will experience power and privilege differently in different circumstances. This exploration of illustrative concepts is a place to start theorizing about how students and instructors experience, resist, or wield power as they navigate academic institutions and engage with failure.  We note that each instance of struggle, failure, or recovery exhibits specific configurations of power as multiple vectors contribute more or less strongly to the situation. The exact topography of power will change as different people, areas of the institution, or social policies and values enter the equation.

No abstract

In 1967, Kimberly-Clark, the makers of Kotex, hired women's marketing consultant Estelle Ellis to create and run the corporation's new sex education program. The Life Cycle Center, which opened in 1968, did not produce advertisements, but rather developed sex education curricula for public school classrooms. Its program, the Life Cycle Library, divided women's lives into distinct stages, tethering Kimberly-Clark goods and services to specific junctures of an idealized, heterosexual life. Ellis transformed the “life cycle” into a profitable, enduring marketing concept for Kimberly-Clark. She also extended the Center's influence, rendering it a research and educational authority on women's reproductive health for teachers, social scientists, government actors, and readers. Ellis's career reveals how marketers infiltrated powerful sites of institutional and public health discourse, reshaping them to fit commercial aims and intentions.

No abstract

No abstract