Flourishing in fragile academic work spaces and learning environments: feminist geographies of care and mentoring

In this article we discuss the ways in which a feminist ethos of care and the associated practice of mentoring allows feminist geography to flourish in teaching, working and learning spaces. We argue that our working relationship – based on care, mentoring and friendship – is crucial in order to survive and deflect structural inequalities. Our working relationship spans across undergraduate, graduate, postgraduate and early career stages at a single university. We offer our personal stories as examples of establishing and maintaining collaborative mentoring and caring work relationships. Further, our commitment to a feminist ethos of care and mentoring is vital for our selfcare and causes trouble for structural power differentials. First, we share stories about how our working relationship began and developed within the critical, caring and fragile spaces of the Geography Programme at the University of Waikato and other feminist geography networks. Second, literature on care, mentoring and collaboration is discussed, with a focus on feminist politics of mentoring and collaboration. Third, we return to our own experiences to illustrate the ways embodied and emotional subjectivities and associated power dynamics shape mentoring and care relationships. Examples of joint supervision and research are offered to illustrate complex sets of spatially significant emotions, feelings and subjectivities. Finally, we highlight the ways in which place matters if feminist geography is to flourish.     

Mentoring across difference: success and struggle in an academic geography career

Abstract

This autobiographical account of a black female feminist geographer’s experiences with mentoring and success in the academy offers analysis, lessons and strategies. My distinctive graduate school experience, with a pioneering all-female feminist geographers dissertation committee, plus a complex mix of intentional and fortuitous multidimensional mentoring has contributed to a successful academic geography career. Yet, I’ve had to overcome obstacles stemming from intersections of gender and other forms of difference, primarily race and immigrant status. Although there are limits to mentoring practices that emphasize caring and collegiality, I highlight and recommend feminist-inspired mentoring strategies that forge alliances across race-ethnicity, gender, nationality, generation, institutional and locational differences as interventions that lessen the struggles, challenges or marginalization reported by many foreign-born black feminist geographers and other women of color in US institutions of higher education.     

Three reflections on Revolution at Point Zero for (re)producing an alternative academy

Abstract

Revolution at Point Zero: Housework, Reproduction, and Feminist Struggle is a collection of Federici’s essays, her theorizations and research on feminist struggles to reconfigure social reproduction in ways alternative to capitalist relations. In this intervention, I present reflections on three experiences – teaching Federici’s work, being a graduate student and precarious academic worker, and engaging in rich and meaningful friendships – in order to offer a consideration for how Federici’s centering of social reproduction can provide lessons for resisting the neoliberalization of the academy, taking care of each other, and cultivating alternative and more just social relations. Federici’s work gives principles for how to live and resist together, principally because of her centering of social reproduction and the possibility of crafting an alternative set of social relations. In this intervention, I question and advocate for relationships, accountability, and a critical politics of social reproductive labor as being essential to such a struggle.     

These are not ‘regular places’: women and gender studies classrooms as heterotopias

This article questions the transformative potential of women and gender studies classrooms through a discussion of student experiences of privilege and oppression in these spaces. Using in-depth interviews with 22 undergraduate students from two contrasting Canadian universities, this article explores how women and gender studies classrooms function as heterotopias or ‘other places’ – sites that challenge ‘regular’ places outside of the academy. Critically analyzing student experiences illustrates to how the intersections of space/location, power, and identities inform notions of privilege and oppression within these classrooms. Analysis of the participants' reflections points to how it is through these ‘other places’ that students are able to recognize identities that were once unknown to them, become conscious of their embodiments via feelings of worry and discomfort, and question their sense of place in the classroom. It is because of these findings that this research functions as a call to instructors regarding the need to prioritize student experiences, so as to be able to critically reflect upon the social and academic significance of women and gender studies classrooms.     

Mentoring with: reimagining mentoring across the university

Abstract

Traditional, formal mentoring structures established within the space of the university can be rooted in patriarchal systems of power, hierarchy, and exclusion that perpetuate neoliberal and capitalist understandings of individualism and exceptionalism. This model privileges certain forms of knowledge and expertise, often that of senior, tenured faculty rather than those who are ignored or overlooked as ‘experts’ such as historically underrepresented tenured and untenured faculty, contingent faculty, and staff. In this paper, we seek to reimagine the concept of the traditional mentoring relationship rooted in power and hierarchy into a more democratic, empowering model across the space of the university. We do this by expanding upon the concept of power mentoring which emphasizes mentoring networks rather than individual relationships. Power mentoring centers reciprocal support and mutual benefit, infusing a feminist ethics of care into the spaces and structures of the neoliberal university. We draw on Joan Tronto’s caring with to frame mentoring as collective, collaborative, and democratic: mentoring with. Based upon a collective reading of Ensher and Murphy ’s Power Mentoring: How Successful Mentors and Protégés Get the Most Out of their Relationships and conversations from our faculty learning community about mentoring, we argue that mentoring relationships within the spaces of the university should emphasize the role of dynamic networks between faculty, staff, and administrators to build upon existing feminist praxis to develop a more inclusive, geographic system of mentoring, which enables participants to grow, develop, and learn with one another.     

Facilitating queer of color feminist co-mentorship: reflections on an online archive of scholar-activism

Abstract

We reflect on our relationship to the Feminist Freedom Warriors (FFW) online archive of transnational scholar-activist genealogies. From our respective locations at a PWI and an HBCU, we explore what it might mean to conceive of these new media narratives as archives of mentorship. For us, the archive is a significant resource of useful feminism–those modes of feminist thought, action, and history that meet our mentorship needs, stitching together practices of self-mentorship and co-mentorship. Our engagement with the narratives sharpen an understanding of how intertwined structures of gender, race, sexuality, caste and class operate at both the local and global level, and are facilitated by and through US academia. Moreover, the larger constellation of FFW inspire our own practice of ‘queer of color feminist co-mentorship’. We generate a collaborative analysis detailing our expanding perspectives on identity, difference, and the US graduate school experience. Our collective journey informs us that innovative conceptions and practices of feminist mentorship can radically challenge and enhance traditional mentorship, creating novel possibilities for learning and connection.     

Feminist Geography 30 Years on – They Came,They Saw But Did They Conquer?

Feminist geography emerged in Australia in the 1980s, spurred on by the local Women's Liberation Movement and inspired by the academic activism emanating from England, Canada, and the United States. Producing critical evaluations of male‐dominated geography departments, curriculum, and journals, feminist geographers proceeded to stake claims in each of these spheres while also substantially revising the content of geographical research. There were significant interventions into urban, social, cultural, and economic geography and in environmental discourses, as well as into the gendered research process. Having arrived, identified, and addressed these issues, the discipline was critiqued and transformed over the 1980s and 1990s. Crucial to the strength of this critique were key individuals, the Gender and Geography Group within the Institute of Australian Geographers, and the role played by journals such as Geographical Research and the Australian Geographer in providing spaces for feminist work. However, as the new century dawned, the agenda changed and the anger and urgency dissipated as the broader and university contexts altered. It was a period of consolidation, as feminist insights and approaches were focused on key subject areas – such as the home, identity, and sexuality – and became more mainstream. However, is this work and the presence of women in the academy an indication of success or of co‐option? This paper will trace these various shifts – from the arrival to the mainstreaming of feminist geography – and analyse what might be read as a retreat from feminist politics and practice within the discipline in Australia. I will conclude by re‐stating the case to advance a new feminist agenda in the face of continuing gender inequality within the academy, in Australia, and across the globe.     

Managing gendered expectations upon resettlement: the experiences of Iraqi Kurdish Muslim women in the UK

This article discusses research surrounding the migration experiences of Iraqi Kurdish Muslim women migrants who have settled in the UK. Looking at some of the important and influential works by post-colonial feminist writers, what is revealed are arguments that provide some false senses of separation between different women. These writers' concepts provide for a stagnation of extreme oppositionally based models of power that fail to recognise the existence of current and future transgressive, positive and empowering relationships of power which exist between women; and that happen in ways that remake the process, whereby transnational feminisms reach out, speak to, touch and reject each other – often all at the same time – and yet, in fresh and reconstituted forms. Considering both oppressive and transgressive relationships of power revealed complex combinations of often contradictory and simultaneously negative and empowering experiences. The Kurdish women practise strategies of Othering, of distance and of proximity corresponding to a variety of different concepts held within several different forms of feminism; they demonstrate an eclectic approach to their self-determination and to the development of rethinking forms of transnational feminism.     

Domestic violence,safe space and vicarious abuse: inside a Pennsylvania Exchange and Visitation Center

Drawing on ethnographic fieldwork that I conducted in the ‘safe space’ of an exchange and visitation center, this article examines center staffs’ experiences of vicarious abuse. Vicarious abuse refers to the emotional effects that occur when someone – other than the victim in the relationship – experiences or witnesses the coercively controlling tactics of a domestic violence abuser. This article examines the limitations of safe space that fails to consider the physical and emotional security needs of all who utilize the space. By tracing the fears of staff who interact with abusers, this article also frames domestic violence as a public safety concern with implications beyond the intimate. With recognition that staff experiences of vicarious abuse differ from the embodied experiences of victims in abusive relationships, this article applies a feminist geographic analytic to examine how the ‘safe space’ of an exchange and visitation center enables fear and normalizes vicarious abuse.     

“Who can play this game?” The lived experiences of doctoral candidates and early career women in the neoliberal university

Work intensification is a characteristic of the current neoliberal trend in academia. Postgraduates and Early Career Researchers (PhD candidates and ECRs) in geography are no strangers to this development but are rarely the focus of publications or dialogue on the (gendered) outcomes of the academy’s neoliberal agenda. Encouraged by the recent emotional turn in the social sciences and humanities, this article seeks to unveil some of the everyday particulars of life in academia for PhD candidates and ECRs under the tide of financial cuts and increased competition for funding. We explore the question: “Who can – and indeed wants to – play this game?” As three early and one mid-career academic women in four different institutions in the Global North, we make use of reflexivity, autobiographical writing, and reflection, to analyze increasingly stressful and demanding working conditions. Through the depiction of our lived experiences, we contend that the push for ever increasing outputs attends most of our time and represents a distinctly different form of scholarship than has been traditionally considered as the pathway into academia, not seldom jeopardizing well-being of young academics, one that needs to be interrogated by geographers.     

‘Will you be my mentor?’ Feminist mentoring at mid-career for institutional change

Abstract

This collaborative paper written by mid-career and senior faculty employed in public and private institutions explores the challenges of feminist mentoring at mid-career. We engage this problematic using dialogical writing as a means to highlight our experiences and needs for mentoring, while simultaneously co-mentoring one another to protect each other from cynicism and despair. Placing these experiences and dialogues in conversation with the existing literature on mentoring, we address the ways that mentoring can both reproduce and transform the neoliberal university, while simultaneously exploring the tensions these possibilities produce in the context of mid-career feminist mentoring. We discuss particular challenges associated with mid-career mentoring, focusing primarily on our roles as feminist, anti-racist mentors to non-traditional students and junior faculty. While recognizing that there is no clear solution to the challenges of feminist mentoring and institutional change, we examine various models of mentoring, highlighting both the potential and limitations of informal mentoring in producing institutional change. Our intention is that this dialogical piece of writing allows us to support each other as we share our own reflections, while offering mentoring advice for colleagues at different career stages. While mentoring can open up the possibility for minor disruptions and is an essential coping mechanism, it is just one small part of the struggle to challenge the structural inequality of the academy.     

Bodies that sweat: the affective responses of young women in Wollongong,New South Wales,Australia

I argue that people's bodily sensations of sweat – smell, touch and sight – can provide insights to the relations between subjectivity and space. I draw on feminist ideas of the body as a physiological, psychological and sociological assemblage out of which spatially situated knowledge, ethics, subjectivities and social relations are forged. Empirical evidence is drawn from self-reflexive accounts of 21 young women living in Wollongong, New South Wales, Australia. Their narratives convey how sweat and sweatiness are integral to negotiating everyday life. First, participants' narratives illustrate the way the sweaty body-as-seen is bound up with gendered identities and self-disgust. Second, visceral experiences of the materialities of sweat and sweatiness often give rise to a heightened sense of bodily awareness, self and spatial marginalisation in the course of everyday lives. Third, participants' narratives highlight the tensions of spatial experience of sweat and sweatiness that simultaneously attract and repel bodies. Visceral experiences of sweat and sweatiness are central to better understanding of the spatiality of subjectivity.     

Some rhizomatic recollections of a feminist geographer: working toward an affirmative politics

In celebration of the 21st anniversary of Gender, Place and Culture, I have taken the opportunity to argue for an affirmative politics for feminist geography. I offer a set of rhizomatic recollections of individualized moments of limit experiences that I have encountered in my own academic practice as a feminist geographer. Although perhaps not as transformative as one might expect, the limit experiences I write about are at the very least an attempt to garner attention to those experiences that transform us into academic subjects. As reflections, these recollections are an experiment in the practice of writing as part of an affirmative politics – a collective project valuing potential and possibilities. Through the writing, I assist this collective effort by many colleagues in orienting the wider projects of reflexivity, autoethnography, and autobiographical writing away from the undermining charge of being narcissistic habits borne out of the harsh criticism of not engaging the power that swirls around us toward the affirming claim of being part of a sustainable ethics whereby researchers and scholars can write from an embodied, embedded self through recounting their own intellectual and social practices.     

Work and wonder at the weekend: on emotions in feminist geographical praxis

This article explores intersections between academic work and emotional work at a feminist geography reading weekend held by the Women and Geography Study Group of the Royal Geographical Society-Institute of British Geographers in the UK in 2006. It points to the importance of the fleeting, often unreported, spaces of feminist geographical praxis and of inserting these in our disciplinary histories. Using a performative textual strategy it offers a poly-vocal reflection on the complex, challenging and productive experiences of this kind of academic workspace. In so doing it contributes to feminist engagements with the practices of neo-liberal academia, to debates about the emotional geographies of feminist geographical work, and to discussions of the value of activities outside the norms of academia in providing potentially supportive and creative spaces for geographical praxis.     

‘Ain’t I a feminist?’: the politics of gender violence,anti-violence,and education in Oakland,CA

This article focuses on the ways gender violence politics become reduced to liberal narratives of victimization in contemporary U.S. deployment of feminist identity politics, within academic and activist discourses. Such victimization narratives, I argue, exploit suffering and reproduce social stratification between a growing middle class in the academy and poor black people outside of it. This article draws from moments in California’s Bay area when questions of feminism, gender violence, and anti-violence in schools arose. In each case, left feminists had an opportunity to reshape these questions towards new political paradigms and new academic discourses. Instead, amidst the ‘safety’ of left discourse and practice, each moment confronted contradictory silences that called into question such ‘safety’ and made generative political movement impossible. I analyze the dynamics of this silencing as constitutive of the co-optation of feminist identity politics within a capitalist university that reproduces an oppressive race and class order. We face a problem of language to adequately explain and disrupt the incapacity for collective social change that victimhood, identity politics, and reformism have produced. Each instance I present function as moments of history making from which we may reflect and strategize forward movement against capitalist oppression and racial dehumanization.     

What mentoring means to me

Mentoring is an important part of academic life, and is crucial in the relationship between advisor and advisee. This essay lays out what characteristics are most important to sustaining a solid mentoring relationship, based on the author’s personal experiences. The characteristics highlighted include trust, candour, responsiveness, time, emotional labour, and pushiness.     

Feminist geopolitics,everyday death,and the emotional geographies of Dang Thuy Tram

Women's everyday experiences in war remain occluded; moreover, the bodily impacts of war remain hidden, masked by masculinist accounts of warfare that too often glorify heroic male combatants. In this article, we contribute, first, to the ongoing project to understand violence in everyday life and, second, to the understanding, specifically, of women's experiences in warfare. We do so through a reading of the diaries of Dang Thuy Tram, a female Vietnamese doctor who lived and died in the Vietnam War. By drawing on feminist geopolitics, coupled with the insights from emotional geographies – and specifically, those of love – we focus on two main themes: the emotional transformation of death and life, and the care of life amidst pervasive death. We conclude that an emotionally grounded feminist geopolitics is necessary to challenge masculinist accounts that normalize, naturalize, and glorify war.     

A space for feminist mentoring: the role of Geographic Perspectives on Women (GPOW) specialty group in higher education

Abstract

Higher education and organizations within academic disciplines are important spaces for mentoring and other forms of networking. These spaces, however, are often situated in environments that limit equitable and inclusive opportunities for early career and underrepresented scholars to effectively engage in mentoring. This paper contributes to critical feminist scholarship that examines how organizations in higher education can offer supportive mentoring spaces for women, early career faculty, and scholars from diverse backgrounds. The analysis focuses on the Geographic Perspectives on Women (GPOW) Specialty Group of the American Association of Geographers (AAG) as a space for faculty, students and other geographers to enhance their professional and personal success. Our analysis draws from the results of an international survey, a focus group discussion, and reflexive participation of feminist geographers aligned with this specialty group. We examine the ways in which this academic organization, and the informal and formal networks it cultivates, attempts to foster an anti-oppressive mentoring community of feminist geographers. We also analyze how these networks are shaped by and embedded in neoliberal institutions in the discipline of geography and higher education as a whole. This discussion offers important insights to growing research and initiatives that support mentoring for women, feminists, and others concerned with building more inclusive and socially just spaces in academia.