GETF is very pleased to welcome our first guest blogger! Jessica Wing is a third-year undergraduate reading English Literature at Homerton College; she is a committee member of the CUSU Women’s Campaign, and Disabled Students’ Officer on the CUSU Disabled Students’ Campaign. In this blog she examines notions of accessibility, how they play out in Cambridge and in the supervisory system, and how [graduate] supervisors might go about addressing them.
Beyond the Supervision as a Gendered Space
Notes toward identifying issues of accessibility across intersections & practical adjustments in a supervision environment
Reading the “Mind the Gap” report released by CUSU Women’s Campaign this year has clarified for me some thoughts on the gendering of supervision spaces, something which has irked me since coming to Cambridge in 2012. There exists a problem of “male spaces” at Cambridge, an argument defined and defended comfortably within the report and which will here be, as in the report, used as a baseline for a partial understanding of the intricacies of group dynamics in supervisions across the University. But beyond this, intersections of gender, disability, class, and race are my concern. I shall talk from my own experiences, and therefore not comment specifically on race – but I acknowledge that the experiences of BME students are unique and can yet follow the trends I identify given the particular hegemony of the University space. Lazy or uninformed supervision praxis will reflect the University at large as a bastion of the white middle class heteropatriarchy. Ethically minded approaches to the supervision – a format of teaching and learning that I should not have to underline as being something that I am immensely grateful for the existence of – will bear in mind notions of accessibility that are routinely left out in academic settings as well as society at large. Continue reading Guest Post ~ Jessica Wing: ‘Beyond the Supervision as a Gendered Space’