Between the Academy and Queerness

Turner, G. W.; Pelts, Michael D.; Thompson, Michelle G.

doi:10.1177/0886109917729664

Cited by 12 publications

(13 citation statements)

References 38 publications

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“…Autoethnography is a methodological approach that can aid in understanding life experiences, meanings, social problems and practices from new angles (Bochner, 2016;Bochner & Ellis, 1996;Jensen-Hart & Williams, 2010). Autoethnography in social work is a relatively new approach to qualitative data collection and analysis in that a Social Work Abstracts and SocIndex search in 2020, using the keywords "autoethnography" and "social work" yielded only approximately 74 English language, peer reviewed articles on a variety of topics including racism (Battle, 2017;Crawford, 1994), sexism, and homophobia (Turner et al, 2018). Autoethnography as a methodology allows researchers to reflect on their experiences.…”

Section: Queering the Methodologymentioning

confidence: 99%

“…These tactics for dodging cultural diversity will be discussed later in this paper. These tactics will be linked to white fragility (DiAngelo, 2018), white silence (Saad, 2020;Sue, 2015); silent racism (Trepagnier, 2017), and other forms of oppression that white people overtly and covertly commit against marginalized populations (Turner et al, 2018).…”

Section: White Supremacy and Social Workmentioning

confidence: 99%

“…A competency-based approach to educating and training social work students is used ostensibly to address diversity, oppression, and social justice. However, social work education has historically and continually failed to meet inclusive, diversity-related professional goals (Lasch-Quinn, 1993;Specht & Courtney, 1994;Turner et al, 2018). Scholars continually demonstrate that social work education does not change social work students' oppressive and racist beliefs (Corley & Young, 2018;Danforth et al, 2020;Lee & Bhuyan, 2013;McLaughlin, 2005;McMahon & Allen-Meares, 1992;Tolliver et al, 2016;Turner et al, 2018).…”

mentioning

confidence: 99%

“…However, social work education has historically and continually failed to meet inclusive, diversity-related professional goals (Lasch-Quinn, 1993;Specht & Courtney, 1994;Turner et al, 2018). Scholars continually demonstrate that social work education does not change social work students' oppressive and racist beliefs (Corley & Young, 2018;Danforth et al, 2020;Lee & Bhuyan, 2013;McLaughlin, 2005;McMahon & Allen-Meares, 1992;Tolliver et al, 2016;Turner et al, 2018). While some scholars focus on educational techniques, others focus on the concepts in this area of study.…”

mentioning

confidence: 99%

“…We choose to highlight white supremacy among heterocentric white women social workers because the profession was founded by heterocentric white women -the "friendly visitors" -and women and white people dominate the profession (Center for Health Workforce Studies, 2006;Chapman & Withers, 2019;Trattner, 1999). Surprisingly, there is a myth that experiencing gender oppression allows women to better recognize oppression and subsequently dismantle it (Amico, 2017;Collins, 1990;DiAngelo, 2018;Frankenberg, 1993;Trepagnier, 2010Trepagnier, /2017Turner et al, 2018).…”

mentioning

confidence: 99%

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‘The Mirage of Action’

Aguilar

Counselman-Carpenter

2021

ASW

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This autoethnographic study highlights complex strategies for maintaining white supremacy used by “well-intentioned” heterocentric white female social workers that are enacted under the guise of practicing anti-racism in social work practice settings, classroom environments, policy initiatives, and advocacy work. Using autoethnography was both unplanned and deliberate. Unplanned, we needed a research method that allows us to explore the untouchable subject of heterocentric white female social workers and deliberate in that we could use our experiences to break ground and establish white supremacy among heterocentric white female social workers that espouse anti-racist values as an area of study. We draw on education, anthropology, sociology, and other disciplines to name some of the ongoing challenges to dismantling racism, colonialist, and reformer narratives in social work, and identify strategies used by all white folx, but particularly heterocentric white female social workers to neutralize the suggestion or accusation of their acts as racism. We name three challenges to dismantling racism among heterocentric white female social workers: hiding behind the data, anti-racist book clubs, and crying and comfort. We conclude with further questions for those who hold power in the field and a reflection upon our own continued intersecting struggles with these concepts.

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Section: Queering the Methodologymentioning

confidence: 99%

Section: White Supremacy and Social Workmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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‘The Mirage of Action’

Aguilar

Counselman-Carpenter

2021

ASW

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A union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality

Majerski

2024

Review of Education

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Although Eastern Canadian liberal arts universities are portrayed as progressive work environments that cultivate inclusivity and diversity, the corporatisation of these public spaces has transformed them from institutions that once encouraged pluralism and acceptance among all social groups to spaces that unevenly distribute privileges among faculty and students based on ascribed characteristics, social class, and adherence to cisnormative and heteronormative expectations. Under neoliberal reforms, universities and unions adopt their own policies and procedures that legitimate institutional power abuse over marginalised women Contract Limited Term (CLT) assistant professors. Using material evidence from complaints filed with a province's Human Rights Commission and Labour Board, this critical autoethnographic case study explores the institutionalised responses to a disenfranchised woman CLT's discrimination and harassment by a student, departmental chair, faculty and university staff. A theory of genocidal mobbing is developed to conceptualise the organisational processes and practices that maintain the status quo of white heteropatriarchy and disentitle women CLTs to safety, equality and fair representation by their unions. Genocidal mobbing is efficient, because misogynistic administrators only require weaponising one disgruntled student, and effective, because administrators utilise the most fatal and insidious of gendered narcissistic abuse: gaslighting. The current neoliberal climate within academia puts marginalised women faculty at increased risk of genocidal mobbing from those with institutional power and from students with ethnic/racial and/or economic privilege. This article illuminates the union's culpability in the genocidal mobbing of women CLTs disenfranchised by multiple marginalised intersectional identities. Implications for future research and on policy are presented.

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Who Does Self-Study and Why?

Butler

Branyon

2020

Springer International Handbooks of Education

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Between the Academy and Queerness

Cited by 12 publications

References 38 publications

‘The Mirage of Action’

‘The Mirage of Action’

A union's and university's responses to violence against a woman professor: Neoliberal restructuring, hypermasculinity, male privilege and hegemonic inequality

Who Does Self-Study and Why?

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