Losing, using, refusing, cruising: First-generation South African women academics narrate the complexity of marginality

Abstract

abstractIn this article we ask how senior academic women in South Africa narrate their experience of being ‘outside in’ the teaching machine. Wide research literature documents the gross underrepresentation of women in senior positions in the academy. It has been argued that intertwined sexist, patriarchal and phallocentric knowledges and practices in academic institutions produce various forms of discrimination, inequality, oppression and marginalisation. Academic women report feeling invisible and retreating to the margins so as to avoid victimisation and discrimination. Others have pointed to the tension between the ‘tenure clock’ and ‘biological clock’ as a source of anxiety. However, experiences of academic women are not identical. In the context of studies showing the importance of existing personal and social resources, prior experience and having mentors and role models in the negotiation of inequality and discrimination, we document the narratives of women academics who are the first in their families to graduate with a university degree. These first-generation academic women are therefore least likely to have access to social and cultural resources and prior experiences that can render the academic space more hospitable for the marginalised. Employing Spivak's deconstruction of the concept of marginalisation as our primary interpretive lens, we explore the way in which, in their narratives, first-generation academic women negotiate marginality. These narratives depict a marginality that might be described, following Spivak, as ‘outside/in’, that is, as complex and involving moments of accommodation and resistance, losses and gains, pain and pride.