Meet the phallic lecturer: early career research in a neoliberal imaginary

This article introduces the concept of the phallic lecturer, a spectral figure negotiated in the early stages of a research career in education, when the relative freedom of doctoral study morphs into compliance with institutional demands. Awareness of the dominance of the phallic in education emerg...

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Vydáno v:Gender and education Ročník 32; číslo 4; s. 505 - 517
Hlavní autor: McKnight, Lucinda
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 18.05.2020
Taylor & Francis Ltd
Témata:
Academic freedom
Academic staff
Butler, Judith
Career Development
Careers
Common sense
Curricula
Discourse analysis
Dominance
early career research
Education
Educational Research
Educational Theories
Faculty Publishing
Feminism
Feminist theory
Higher Education
Integrated Learning Systems
Learning
Learning Management Systems
Management Systems
Masculinity
Neoliberalism
Occupations
Phallic
Poststructuralism
Reading instruction
Researcher subject relations
Teachers
visual methods
Work organization
ISSN:0954-0253, 1360-0516
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Shrnutí:This article introduces the concept of the phallic lecturer, a spectral figure negotiated in the early stages of a research career in education, when the relative freedom of doctoral study morphs into compliance with institutional demands. Awareness of the dominance of the phallic in education emerges from reading curriculum theorist Madeleine Grumet, feminist philosopher Judith Butler and academic Judith Baxter, whose feminist poststructuralist discourse analysis offers ways to engage with the addresses and imperatives of phallicism that move beyond traditional, masculinist discourse analysis. The article expands an initial study of how secondary teachers both comply with and subvert curricula and shifts to the pedagogical addresses of university learning management systems, as they call gendered subjectivities into being, interpellating junior academics as shining lights or failed subjects. These concepts are offered to other researchers seeking to speak back to the common sense demands of neoliberalism that prosthetically structure work in higher education.
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ISSN:0954-0253
1360-0516
DOI:10.1080/09540253.2018.1495833