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Browsing by Person "Breeze, Maddie"

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    Imposter agony aunts: Ambivalent feminist advice
    (Palgrave Macmillan, 2022-04-12) Breeze, Maddie; Taylor, Yvette; Addison, Michelle; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
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    Introduction: Situating imposter syndrome in higher education
    (Palgrave Macmillan, 2022-04-12) Breeze, Maddie; Addison, Michelle; Taylor, Yvette; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
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    The Palgrave Handbook of Imposter Syndrome in Higher Education
    (Palgrave Macmillan, 2022-04-12) Addison, Michelle; Breeze, Maddie; Taylor, Yvette; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
    This handbook explores feeling like an ‘imposter’ in higher education and what this can tell us about contemporary educational inequalities. Asking why imposter syndrome matters now, we investigate experiences of imposter syndrome across social locations, institutional positions, and intersecting inequalities. Our collection queries advice to fit-in with the university, and authors reflect on (not)belonging in, with and against educational institutions. The collection advances understandings of imposter syndrome as socially situated, in relation to entrenched inequalities and their recirculation in higher education. Chapters combine creative methods and linger on the figure of the ‘imposter’ - wary of both individualising and celebrating imposters as lucky, misfits, fraudsters, or failures, and critically interrogating the supposed universality of imposter syndrome.
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    Public sociology and social movements: Incorporation or a war of position?
    (Palgrave Macmillan, 2019-06-14) Scandrett, Eurig; Ballantyne, Elaine; Breeze, Maddie; Taylor, Yvette; Costa, Cristina
    Activist academics have attempted to challenge neoliberalism in higher education through pedagogical and research engagement with social movements. This chapter draws on the experience of working with movements against violence against women; for environmental justice; and Mad studies. It makes use of Ettore Gelpi’s conception of Lifelong Education to analyse the practice of social movement engagement as a dialectical relation of knowledge exchange, which seeks to expose and transform social contradictions. However, such engagement also risks hegemonic incorporation of social movements by the neoliberal university. The authors argue that Gramsci’s concept of ‘war of position’ helps to discern such risks, and that such pedagogy can constitute a defence against neoliberal attacks on social movements, as well as providing opportunities to challenge neoliberal hegemony in the university.
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    The Sociologist’s Apprentice: An islander reflects on their academic training
    (Palgrave Macmillan, 2022-04-12) Johnson, Karl; Addison, Michelle; Breeze, Maddie; Taylor, Yvette
    Reconfiguring imposter syndrome from an individual to a public feeling involves questioning who can access higher education and who can claim a legitimate academic identity. The author reflects on their transition from a rural island working-class background to lecturing at a university in central Scotland, while critically questioning assumptions that successful and recognised academics must tick expected career development boxes and amend their presentation of self. By demonstrating how anxiety, imposterism and internal conflict mark the habitus and mental health of someone torn between trying to secure an academic career, following a mentor and honouring their own classed and place-based sense of identity the chapter contributes to current debates on the social and political dimensions of imposter syndrome in HE via the lens of apprenticeship.
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    What (and who) works in widening participation? Supporting direct entrant student transitions to higher education
    (Taylor & Francis, 2018-11-09) Breeze, Maddie; Johnson, Karl; Uytman, Clare; This work was supported by Queen Margaret University and their internal Widening Student Participation and Retention (WISeR) board.
    This article considers support programmes for direct entrant (DE) student transitions as a widening participation strategy. We reflect upon one induction and support project with 27 students transitioning from further education into the second year of undergraduate social science degree programmes in a Scottish university. We use focus group data to discuss what works (barriers to successful transitions, project successes and limitations) and primarily who works; how responsibility for supporting DE student transitions is distributed and which students benefit. Original findings confirm existing evidence that becoming an ‘independent learner’ is a challenge for DE students. However, analysis problematizes and significantly expands existing understandings of relationships with staff and peer support, and contributes new insight into how the materiality and everyday logistics of the university relate to DE student transitions. We argue for more institutionally embedded approaches to supporting student transitions, including resourcing academic staff to develop and provide this support.