Academic Confessions: Marginalized Subjecthoods as Tools for Inquiry and Pedagogy

deadline for submissions: 
September 30, 2017
full name / name of organization: 
Lauren Rosenblum

Guranteed panel at NeMLA Pittsburgh, April 12-15, 2018

This panel examines the interior and exterior spaces of academic identity. From the start of our academic training, we learn to conform to practices that “reflect sexist, classist, ableist, racist and heteronormative beliefs in the name of our ‘professional’ development.” As a result, we rarely disclose our identities outside our roles as professors in the classroom or as scholars in the academy, especially when we fear that acknowledging marginalized identities might undermine our authority or our position. Yet, our roles as scholars require us to investigate these same ideologies that perpetuate cycles of domination and oppression. Performance studies, queer and feminist interventions, and disability studies are a few of the ways scholars are seeking to re-locate and  re-articulate avenues of power, which build on the complexities of identity as means of recovery and inclusion, locating transgression and challenging existing ideologies. In the classroom, identity disclosure can be a means towards building an empathetic dialogue and promote mindfulness.

This panel will address the opportunities and advantages of disclosing marginalized subject positions for career advancement, scholarly interventions and pedagogical tools. Papers might address parenting or caregiving roles, disability, illness, neurodiversity, race, class, age, national identity, queer or transgender identities, immigration status or even political bias.  Papers will cover the politics of disclosure in academia - public profiles, department roles, and  “academic drag.” Papers also might demonstrate how “outing” oneself in scholarship can offer worthwhile perspectives and emphasize knowledge and authority. Lastly, papers might discuss how disclosure shapes what we teach and how we teach; how it creates productive conversations and how we manage these conversations so they offer our students learning benefits.

Submit abstract by September 30 directly to NeMLA: