Home > Research > Publications & Outputs > Legibility Zones

Research

Associated organisational unit

Links

Text available via DOI:

Keywords

View graph of relations

Legibility Zones: An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Legibility Zones: An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia. / Wren Butler, Jessica.
In: Social Inclusion, Vol. 9, No. 3, 21.07.2021, p. 16-26.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Wren Butler, J 2021, 'Legibility Zones: An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia', Social Inclusion, vol. 9, no. 3, pp. 16-26. https://doi.org/10.17645/si.v9i3.4074

APA

Wren Butler, J. (2021). Legibility Zones: An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia. Social Inclusion, 9(3), 16-26. https://doi.org/10.17645/si.v9i3.4074

Vancouver

Wren Butler J. Legibility Zones: An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia. Social Inclusion. 2021 Jul 21;9(3):16-26. doi: 10.17645/si.v9i3.4074

Author

Wren Butler, Jessica. / Legibility Zones : An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia. In: Social Inclusion. 2021 ; Vol. 9, No. 3. pp. 16-26.

Bibtex

@article{b00e2dab49594cb7ab5ca91480705c28,
title = "Legibility Zones: An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia",
abstract = "This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemonic academic. Failing to align with this ideal can engender a sense of dislocation conceptualised as unbelonging. The mechanisms through which hegemonic academic identity is constituted and unbelonging is experienced are mapped onto three domains: the institutional, the ideological, and the embodied. The framework reveals the mutable and intersecting nature of these zones, highlighting the complex dynamics of unbelonging and the attendant challenge presented to inclusion projects when many apparatuses of exclusion are perceived as fundamental to what HE is for, what an academic is, and how academia functions.",
keywords = "Academia, academic staff, alienation, belonging, higher education, diversity and inclusion, impostor syndrome, inequalities, unbelonging",
author = "{Wren Butler}, Jessica",
year = "2021",
month = jul,
day = "21",
doi = "10.17645/si.v9i3.4074",
language = "English",
volume = "9",
pages = "16--26",
journal = "Social Inclusion",
issn = "2183-2803",
publisher = "Cogitatio Press",
number = "3",

}

RIS

TY - JOUR

T1 - Legibility Zones

T2 - An empirically-informed framework for considering unbelonging and exclusion in contemporary English academia

AU - Wren Butler, Jessica

PY - 2021/7/21

Y1 - 2021/7/21

N2 - This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemonic academic. Failing to align with this ideal can engender a sense of dislocation conceptualised as unbelonging. The mechanisms through which hegemonic academic identity is constituted and unbelonging is experienced are mapped onto three domains: the institutional, the ideological, and the embodied. The framework reveals the mutable and intersecting nature of these zones, highlighting the complex dynamics of unbelonging and the attendant challenge presented to inclusion projects when many apparatuses of exclusion are perceived as fundamental to what HE is for, what an academic is, and how academia functions.

AB - This article introduces a new, empirically-derived conceptual framework for considering exclusion in English higher education (HE): legibility zones. Drawing on interviews with academic employees in England, it suggests that participants orientate themselves to a powerful imaginary termed the hegemonic academic. Failing to align with this ideal can engender a sense of dislocation conceptualised as unbelonging. The mechanisms through which hegemonic academic identity is constituted and unbelonging is experienced are mapped onto three domains: the institutional, the ideological, and the embodied. The framework reveals the mutable and intersecting nature of these zones, highlighting the complex dynamics of unbelonging and the attendant challenge presented to inclusion projects when many apparatuses of exclusion are perceived as fundamental to what HE is for, what an academic is, and how academia functions.

KW - Academia

KW - academic staff

KW - alienation

KW - belonging

KW - higher education

KW - diversity and inclusion

KW - impostor syndrome

KW - inequalities

KW - unbelonging

U2 - 10.17645/si.v9i3.4074

DO - 10.17645/si.v9i3.4074

M3 - Journal article

VL - 9

SP - 16

EP - 26

JO - Social Inclusion

JF - Social Inclusion

SN - 2183-2803

IS - 3

ER -