This interdisciplinary and international book subjects key areas of inclusion in the global knowledge economy to critical scrutiny from queer perspectivism. Drawing on empirical data from diverse international contexts including Chile, Finland, Japan, Malaysia, India, Afghanistan, Bangladesh, Nepal, Pakistan, Sri Lanka, Ghana, Tanzania, South Africa, and the UK, this book examines sites of affective antagonisms, fragility, and friction, and explores whether queer theory can provide alternative readings of contemporary pathways, pedagogical and research cultures, political economies, and policy priorities with higher education. Main themes covered include:
- The Global Knowledge Economy and Epistemic Injustice
- Feminist Leadership
- Affirmative Action
- Queering the Political Economy of Neoliberalism
- Digitalisation of academic work
Both comparative and illustrative, this key text provides a comparative analysis that recognises epistemic diversity, multiplicity of experiences, and, importantly, the effect of comparative reason in constructing stratified universities’ world fields and excluded and marginal academic experiences. It also takes into account the colonial historical entanglements in the ongoing formation and disavowal of the university and academic labour.
Queering Higher Education: Troubling Norms in the Global Knowledge Economy is ideal reading for all those interested in queer theory and how it relates to higher education.
1. Rainbow Laces and Safe Spaces: Applying Queer Theory to Inclusive Higher Education
2. Covid-19- Pandemic Productivity, Epidemic/ Epistemic Inclusion, and Staying with the Mess
3. Queering the Digital Knowledge Economy: Disruption, Personalisation, and Privatisation
4. Queering Internationalisation: Contesting Policy and Knowledge Imaginaries from Migrants’ Embodied Experiences
5. Troubling Affirmative Action’s Global Normalisation in Higher Education
6. Queering Women in Higher Education Leadership
Conclusion: You Need to Unmute Yourself
'It’s great to see queer theory informing research in Higher Education in ways that go beyond adding queers and stirring. Rather, this is a valuable stirring of the academy; a queering that travels beyond the global north to draw insights from research in Higher Education undertaken in East and South Asia, Europe, Latin America, and sub-Saharan Africa.'
Professor Mary Lou Rasmussen, School of Sociology, The Australian National University