Abstract

This article examines how working-class bodies perform physically, affectively, and discursively in academic spaces. Through its conversation between a tenured professor and graduate student, the article employs performance theory to highlight how disruptive working-class teacher-bodies can be and the potential they offer for understanding the ideological work of academic social space.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 81-108
Launched on MUSE
2011-01-16
Open Access
No
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