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<p>An autoethnographic exploration of the life and career experiences of ten academics across the Australian Regional University Network (RUN) unearthed a prevailing disjuncture between formative cultural experiences and academia that expands upon Binns’ revised notion of cleft habitus. It signifies a gap between the generative capacity of cleft experience and its predominant construction in the literature as loss, difficulty and perceived deficit. Drawing on a framework that combines ‘cleft habitus’ and principles of intersectionality, this paper examines how cleft experiences impact study and academic work in higher education. Key findings include how academics within a cleft habitus space occupy liminal insider/outsider positions of privilege and disadvantage and can leverage insights gained from these experiences to inform their broad scholarly practice. Reconceptualising cleft habitus as a resource provides a new contribution to discourses around equity, diversity and inclusion in higher education.</p>

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Reconceptualising cleft habitus: belonging and inclusion at Australian regional universities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月9日

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  • Anitra Goriss-Hunter,
  • Kate White,
  • Cate Thomas,
  • Gail Crimmins,
  • Sarah Casey,
  • Nadya Rizk,
  • Stuart Levy,
  • Agli Zavross-Orr,
  • Petrea Redmond,
  • Kate Ames

摘要

An autoethnographic exploration of the life and career experiences of ten academics across the Australian Regional University Network (RUN) unearthed a prevailing disjuncture between formative cultural experiences and academia that expands upon Binns’ revised notion of cleft habitus. It signifies a gap between the generative capacity of cleft experience and its predominant construction in the literature as loss, difficulty and perceived deficit. Drawing on a framework that combines ‘cleft habitus’ and principles of intersectionality, this paper examines how cleft experiences impact study and academic work in higher education. Key findings include how academics within a cleft habitus space occupy liminal insider/outsider positions of privilege and disadvantage and can leverage insights gained from these experiences to inform their broad scholarly practice. Reconceptualising cleft habitus as a resource provides a new contribution to discourses around equity, diversity and inclusion in higher education.