Towards a Feminist Analysis of ‘Impact’: Sondra Hale’s scholarship and activism in and beyond the university

anita FÁbos and Emily Haddad mn 53

Journal oF middlE East WomEn’s studiEsVol. 10, No. 1 (Winter 2013) © 2013

53

TOWARD A FEMINIST ANALYSIS OF “IMPACT”

SONDRA HALE’S SCHOLARSHIP AND ACTIVISM IN AND BEYOND THE UNIVERSITY

Anita Fábos and Emily Haddad

mn

abstract

Feminist activist and scholar Sondra Hale has made significant contributions to Sudan studies and politics through her research and her participation in Sudanese women’s rights advocacy and other progressive political movements. An analysis of Hale’s professional record as an academic shows a strong relationship between her per-sonal commitment to social justice and her intellectual contributions to the field of gender politics in Sudan, the Middle East, and Africa. Using data from Hale’s teaching, research, and activist networks, this study presents both a narrative assessment and a visual map of her career impact. We contrast conventional academic bibliometrics with an alternative mapping of influence through an examination of her participation in Sudanese and other women’s networks. The article makes use of feminist theory to review Hale’s negotiation of a public life that interrogates power and privilege in the American academy, as well as in Sudanese society.

introduction

Feminist activist and scholar Sondra Hale makes significant contri-butions to Sudan studies and politics through her research and her

participation in Sudanese women’s rights advocacy and other progres-sive political movements. More broadly, her life and career present an

54 mn Journal oF middlE East WomEn’s studiEs 10:1

opportunity to think about the relationship between ideas, politics, sys-tems, and structures of power that shape personal trajectories. In par-ticular, we are interested in examining the ways in which one person influences the social fields of which she is part through a feminist ex-amination of academic “impact.” An analysis of Hale’s professional re-cord as an academic shows a strong relationship between her intellectual contributions to the field of gender politics in Sudan, the Middle East, and Africa, and her personal commitment to social justice. Through life history analysis we illustrate some of the obstacles that Hale has faced in pursuing an academic career, with an eye to discussing how knowl-edge production and expansion is shaped or constricted through impact measurements used by academic institutions as objective measurements of scholarly ideas. We present a range of critiques of the academy’s re-liance upon measurable impact data, which may obscure or downplay other, less measurable contributions to basic knowledge. Using life his-tory materials—including her writings, and our own and others’ con-versations with her—and open source geographic information science (GIS) technologies to map and interpret her roles as teacher, researcher, scholar, and activist, this article presents an alternative, feminist view of impact in the field of Sudan studies within and beyond the academy.

The field of bibliometrics, also known as citation analysis, is used to measure the relative impact of an individual scholar based upon a quantitative network analysis of the relative popularity of her scholarly output for other scholars; it is meant to produce a map of significant ideas and intellectual connections. Academic departments and universi-ties rely increasingly on bibliometrics as a tool for assessing the relative impact of faculty members for appointment, tenure, and promotion, as it is deemed to be an objective way to evaluate the relative merit of a person’s scholarly output. In the Western academy, measurements used now routinely include individual citation measures and journal impact ratings, as well as subjective elements such as teaching evaluations, blind review of writings, important grants received, and visibility at presti-gious conferences and other academic fora.

While Hale’s intellectual contributions to and across particular fields of knowledge can and have been measured according to these con-ventions, her impact can also be mapped to take into account intellec-tual—and political—contributions that fall outside the institutionalized


framework of evaluation. Her own feminist emphasis on community building, dialogue, and inclusions evident throughout her academic re-cord runs counter to the ways in which academic systems produce and measure knowledge. Our attempt to map the impact of Hale’s work ac-counts for the numerous social fields in which she participates, including teaching, scholarly presentations, community engagement, and political activism. We show that these social fields extend far beyond the academy and across geographical space to include people and institutions whose views are not incorporated into citation indexes. We analyze narrative testimony from members of Hale’s interlocking networks across space and time to demonstrate patterns and connections that give shape and meaning to a “feminist impact.”

The article makes use of feminist thinking to review Hale’s negotia-tion of a public life that interrogates power and privilege in both Suda-nese society and the American academy. Hale’s own scholarly work on gender and Sudan, which has systematically analyzed the intersection of gender, power, and the state in a variety of contexts, helps to throw wide open the conscious use of gender reproduction and negotiation. This article draws upon a partial record of Hale’s committed participation to social and political justice in Sudan—and to the Sudanese as actors in this project—to share some thoughts about the impact of her work in a number of areas relating to Sudanese women and gender studies.

methodology

This short study presents both a narrative assessment and a visual map of Hale’s career impact. Using publicly available materials, as well as documents provided by Hale, we collected, examined, and charted the multiple conduits of knowledge production in which she partici-pates. Emily Haddad chose open source GIS mapping tools1 to plot the places and connect the people in Hale’s teaching, research, and activist networks to produce a visual map of the social fields created by these relationships. In addition, on July 23, 2012, Anita Fabos and Hale had a conversation,2 which provides a narrative guide to Hale’s career and which we frame according to our initial questions about feminist analy-sis of impact. Finally, we developed a list of potential members of several of the interlocking personal networks and social fields by consulting with Hale and others. In Spring 2013, we asked thirty former students,


colleagues, and activists representing mainly Hale’s U.S.- and Sudan-based networks to provide confidential narrative testimony about her influence on their lives and trajectories. Eighteen people—nearly two-thirds of those whom we contacted—responded with written narratives,3 which we then subjected to a content analysis.

The conventional field of academic bibliometrics recognizes that knowledge moves across social and geographical fields through networks of people and places. What is less understood, but familiar to feminist theorists, is that these fields and networks are gendered, classed, and raced, and that claims of objectivity have historically hidden deep social inequalities. By rendering visible these relations of power, we hope to encourage a healthy skepticism toward the growing use of quantitative measures of impact and to encourage scholars to think beyond the pay-walls erected by high impact journal publishers.

“impact” and tHE acadEmy

The field of bibliometrics—the indexing of citations and their inter-relationships across fields of academic research—is a well-developed quantitative research method with its own set of proponents and oppo-nents. Today, reviews of academic performance routinely rely upon such measures as journal impact factors and a slew of additional quantitative indicators of prestige and accomplishment. The science of computa-tional bibliometrics, like its earlier manifestation, citation indices in the form of published volumes, measures the enumeration of citations of a scholar’s work by other scholars and the relative prestige of the jour-nals in which these works appear. Citation services such as Thompson Reuters apply Bradfords Law4 to assign impact, although this principle was first used by cash-strapped librarians during the Great Depression as a guideline to decide which of the many relevant academic journals to stock (Guédon 2001). Thus the concept of “core journals” emerged from practical problem, in effect collapsing an entire set of little specialty “cores” into one big “scientific core” to use as the basis for the Science Citation Index (Guédon 2001, 12). Despite early disagreements with this elevation of a specific library tool at a particular time to “a generic concept with universal claims” (12), a set of core journals associated with high impact has taken root in the academy (Martin 2002). As a


quantitative measure derived from a huge dataset established through a mathematical principle,5 bibliometric impact has the perceived benefit of objectivity and fairness in determining quality, independence, and excellence.

Bibliometrics and the linking of scholarly impact to academic journal ranking is increasingly influential in determining what research gets funded, and even how research conducted under various national auspices is ranked globally for impact.6 There are a range of critiques of the subdiscipline of citation analysis and the concept of impact more generally. Cameron (2005) and others note a strong bias towards articles published in English. Researchers have identified other crucial forms of bias in the practice of citing, such as citing the work of self or mentors as a strategy to improve their own ranking (Smith 2004, 134); Holden et al. (2006) identifies the practices of some journal editors of including citations of articles in fields with a higher impact ranking to improve the rankings of their own field. A steady stream of research and analysis that addresses the ongoing and pernicious gender bias of citation analysis and impact across the academy (Kaufman and Chevan 2011, Leahy et al. 2008, Lutz 1990, Steinpreis et al. 1999) demonstrates that citation as a social practice is linked to the marginalization of women’s work despite their growing presence in academic spaces. But of greater concern, from a feminist perspective, is the discursive strategy of objective measure-ment of scholarly excellence and relative importance of ideas. The turn towards neoliberalism,7 including within the academy, is exemplified by the use of information technologies to quantitatively measure the production of knowledge and its impact through what is seen by some as objective citation analysis.

A feminist analysis of the new forms of surveillance and control of knowledge points to new ways of marginalizing so-called unproductive scholars—women whose cited works are fewer and found in less presti-gious journals, academics working at institutions with less demonstrable impact such as community colleges (in the United States), or universities based in countries deemed to be unproductive (Cameron 2005). Says Mike Sosteric (1999, 20), “CA (citation analysis) is a perfect prop for sup-porting the status quo,” which, he suggests, has significant implications for scholarly discourse, weakening critical voices and rewarding the production of acceptable measurable outputs to survive. Furthermore,


the scientific marginalization of scholars from the global South based on bibliometrics ensures that ideas and practices that develop in places like Sudan have a harder time breaching the walls of academic inquiry. Bilbiometrics and other systems that help to “support the status quo” do so through self-reinforcing practices—only specific publishing venues produce intellectual impact through articles they publish; and only those whose writing is channeled through specific venues have impact.

Yet, critical voices do emerge from the margins, and ideas and practices that challenge the status quo find alternative pathways to places where they can be heard. In the case of these and other contem-porary social movements, activists and thinkers have built upon the mechanisms developed in earlier struggles and have taken inspiration from earlier generations. Hale is an intellectual and practitioner whose life and work is an example in and of itself, but whose moral courage, collaborative and community-building practice, and commitment to social change present a different model of impact to that provided by bibliometric mechanisms. Hale notes:

I have things to say that I think have some importance. They are not original with me; I just have a louder mouth. I don’t claim to be an original scholar. I claim to be somebody who is committed to the ideas that I talk about. I wonder how you value that in academia.

In the following analysis we examine the academic value of the networks and spaces for transformative social change within and beyond academia that Hale has created over the course of her career. Throughout this sec-tion we show how Hale’s activities map out social fields of impact both within and outside the academy. By demonstrating how both her scholar-ship and her practices in teaching and activism work to redress specific relations of power, we can refocus and expand our discussion of impact beyond a scientifically generated web of academic citations.

sondra HalE: FEminist praxis and impact

Many of the key events of Sondra’s career are well-known; we will not examine them in full here. However, certain themes emerge from a focused reading of her writings, her own recollections and reflections, and the stances and actions that bring her both acclaim and disapproval.


The first theme is a broad commitment to community building as part of her scholarship, teaching, and practice. Second, Hale’s career trajec-tory did not follow the typical U.S. academic course and did not result in university-granted tenure until 2001—more than twenty years after she received her Ph.D. Though many academics map out a cautious path toward the security of tenure, we note that Hale pursued participation in university life without relinquishing her political work to confront inequality. Third is a clear vision of how the academy might serve as a platform for social justice despite the often defensive stance taken toward perceived challenges to academic status. Each of these themes can be traced across the course of Sondra’s career; here, we interpret her ideas and acts in light of the argument that the influence she has had on scholarship and social movements of the Middle East and Sudan is more significant than a measure of her impact through bibliometrics. Through feminist commitment to moral courage, community building, and the potential role of the university, our subjective mapping of Hale’s impact nevertheless implies a particular form of accountability—to vulnerable interests, to communities, and to the ideal of free academic inquiry.

connecting people and creating community

Sondra’s career is defined by her conscious practice of nurturing a sense of community, strengthening people’s relationships with each other, and engaging others collaboratively towards social justice. Hale has referred to the importance of creating community through her intersecting pro-fessional identities—feminist, activist, scholar, teacher—and through drawing upon feminist practices of non-hierarchical, collaborative organizing. This is evident in her commitment and ability to maintain her relationships with former students, starting with those at the Unity High School for Girls in Khartoum, where she taught for over two years, many of whom remain her lifelong friends. In Sudan, Hale also taught at the University of Khartoum, first in the English department, and then in anthropology. She also worked with Ahfad University for Women in Omdurman and is in touch with former students from all of these plac-es. These networks represent an interactive web of support along which influential ideas flow in multiple directions. However, Hale’s sustained fifty-plus-year commitment serves as a touchstone for many of these communities. Says Nayereh Tohidi, one of Hale’s long-time colleagues,


I had found myself stateless, without a passport, or a residency permit (Green Card), just a stateless exile.… I became disconnected from my academic network, my friends in Urbana, and I felt rather lost….. Thanks to [another colleague] who introduced Sondra to me, I found a new resourceful and reliable friend.… She connected me to her network, known as the “Socialist Feminist Network,” a sophisticated network of women activists and scholars who were meeting monthly at their members’ houses. I learned a lot from their study groups and met some new friends and was able to polish my own ideas concerning scholarship and activism.

Hale’s teaching does not begin and end in the classroom. She de-scribes introducing new ideas, places, and experiences to the young and sheltered Sudanese women at the Unity High School, many of whom had never even crossed the bridge to Omdurman, one of the three towns that make up greater Khartoum. In a personal e-mail she recounts,

When at Unity I taught them tennis, swimming, and took them to every art exhibit that came to Khartoum (Goethe Institute, British Council, etc.). Because my spouse and I only had a motor scooter (Vespa, that became famous in Khartoum, with me driving it all over the 3-towns), we would sometimes do a relay, taking one young woman at a time to the event. Or, we would give up and hire a taxi to take 5-6 of them at a time.

Huda Habib, one of Hale’s students at that time remembers,

It was evident from the start to everyone that she was not like any of the other teachers. She loved her job, and she also loved Sudan. She took an interest in people and in particular her students. She came into our homes, met our relatives and became a part of so many fami-lies. She dug deep and found out about Sudanese women’s issues and tried to analyze the causes and find solutions. Sondra encouraged her students to take an interest in extracurricular activities such as art, poetry, and photography. Her relationships were not superficial, but deep and sincere.

With these practices, Hale was already motivating a key group of Suda-nese women to connect across boundaries, to be comfortable occupying


public spaces, to know their bodies through sport, and to contribute to intellectual movements as part of a process of building a community of liberated young women.

Having since taught generations of undergraduate students in women’s studies and African and Middle East studies classes, and supervised over 120 graduate students in independent research, Hale, through her community of former students, contributes to a broader network of individuals pursuing social justice on a number of levels. As one contributor to this study, a former student, notes,

Beyond the content of Professor Hale’s courses and her patience in leading me through the process of developing and completing my doctoral research, what remains particularly inspiring about her is her lived commitment to activism. While Women’s and Gender Studies is a field founded in the intersections of theory and practice, there were many times I felt that activist research and activist commitments were being devalued. That was never the case with Professor Hale, and I have taken her embodiment of activist scholarship and her profound humanity as a teacher as a model to strive for in my own work.

According to Hale, many of her former students, Sudanese and others, “are now quite prominent figures in various fields,” although as she wryly notes, her impact on these women’s lives is unlikely to show up on her résumé. Nevertheless, shifting our thinking about impact to such alternative measures as where former students are located in networks of scholarship and practice gives us a qualitative understanding of Hale’s broad influence.

Many great teachers create similar networks of colleagues through teaching and mentoring, but we note that Hale’s interest in community building is also evident in her teaching praxis, in seminars where she encourages students to form supportive intellectual and personal rela-tionships and in teaching that bridges the divide between the academy and the community. Practices such as these have now become, while not mainstream, at least recognized as effective ways of teaching and learning, but it is useful to recognize that Hale’s approach derives not only from feminist politics but also from her own sense of fairness and desire to engage with others on equal footing. A colleague reports that Hale’s influence on her praxis:


comes down to how to treat colleagues, students, and people around you, particularly those who are in positions with less power and au-thority. It is about sharing, nurturing, collegiality and fairness. What is unique about [Hale] is that she does it with a great sense of humor and mischievousness and not a holier than-thou attitude.

A further example of her attentiveness to creating communities of practice in the academy is her commitment to collaborating on edited collections of articles or book chapters; while in certain academic fields, especially in the social sciences, advisers and other mentors regularly suggest to scholars that this type of work has less value in terms of impact measurements compared to single author work,8 Hale’s feminist approach is to see the enterprise as community-building work that contributes to our shared knowledge, which includes both scholars and activists at various stages of their careers.

Hale additionally shares her ideas and experiences, time, and gen-erous spirit with many people across the globe through her participation in conferences, workshops, and symposia. In addition to the Middle East Studies Association and Association for Middle East Women’s Studies (AMEWS) events, at which she is a regular participant, she has also been highly active in the Berkshire Conference of Women Historians, the African Studies Association, and the American Anthropological Association. She has shares her insights and understanding of gender politics in Sudan and beyond through her participation in smaller conferences with less privileged audiences beyond the academy. These fora, while at the periphery of formal academia, are nevertheless at the center of the activities carried out by grassroots organizations, feminist practitioners, and scholars in what are seen as low impact countries who nevertheless are building knowledge for social change through combin-ing theory with praxis. Hale’s contributions to these initiatives are not only her willingness to be present, but to serve as a conduit for ideas and examples developed outside of the formal academy.

Community building thus involves a particular type of academic generosity and willingness to think beyond the next promotion. A number of colleagues points out Hale’s dedication to translating ideas and materials for scholars in other countries with limited or no access to journals. Tohidi mentions Zannegaar, “an online journal of women’s


writing. What this journal does, is that for each issue they select a spe-cific theme, and find scholarly articles and translate them into Persian.... This is an important transnational service to gender studies, to which Sondra is contributing generously.”

Job insecurity and moral courage

From her first teaching job at the University of Khartoum to her even-tual professorship at the University of California, Los Angeles (UCLA), Hale pursued a non-traditional trajectory as an adjunct into higher education employment compared to the majority of academics of her generation. Some of the obstacles she faced are familiar to those who have studied the entrance of women professionals into largely male arenas, the gendered choices available to the “trailing spouse,” often a woman, in a two-career family, or the politicized and rocky establish-ment of women’s studies programs in universities. Certainly Hale had to negotiate a path around or over many of these gendered barriers, but for the purposes of our analysis of academic impact, we are struck by the extraordinary fact that, for much of her career, Hale held temporary, adjunct positions in academic institutions.9 The precarious position of adjunct professors during Hale’s early career was less remarked upon than today, but their vulnerability to politically motivated or perhaps simply whimsical staffing shifts was the same for these individuals as it is currently, and Hale did not have job security even while she was developing her own strong moral voice and radical (to some) critiques of the political order. Indeed, she mentions that, as a working-class kid, she was happy to have the chance just to teach at a university. Never-theless, her marginal position in the academy was reflected in certain exclusions—for example, she was not able to supervise graduate students as primary committee chair, as this privilege was reserved for tenured or tenure-track faculty. While she speaks of her strong supporters over the years who helped to win university approval for an additional year, or three years, on her contract, her contract renewal was by no means a presupposition. In a personal e-mail, Hale remarks,

I wish I could say that I did all this and lived this life without my knees buckling at times when I was so filled with fear (fear of losing my job when we had two kids to support, and other family obligations; fear


of being reviled; fear of being called an anti-Semite because of my activism on behalf of Palestinians; fear of “Big Brother” zeroing in on me and making my life a site of surveillance; generalized fear of a working-class kid that she had ruined her chances of being let in the door—all the while questioning if she wanted in the door) that I thought I could not go on.

Hale’s genuine vulnerability for so many years to potentially los-ing her university employment has nevertheless not stopped her from rocking the proverbial boat. Her sense of moral responsibility moved her to political action in graduate school, when she and others moved to the front lines of social change to challenge race relations and learn from revolutionary politics taking place in Africa for lessons they could bring to the world, despite her unprotected status in the acad-emy. There are many examples of Hale’s unwillingness to compromise her positions on the liberation of people, including women, racial and ethnic minorities, gays and lesbians, older people, and the working class, from oppression and structural violence. As Azza Basruddin and Khanum Shaikh note (this issue), Hale’s and others’ resistance to the 1982 strictures placed upon the Women’s Studies Program at California State University, Long Beach (CSULB), in response to the attempt, by conservative Christian-oriented institutions, to combat “feminist radi-calism” in California’s state university system, represented a prominent moral struggle for feminist values and refusal to be silenced.10 The cou-rageous acts of Hale, an untenured lecturer at the university, and her fellow women’s studies colleagues, most of whom were also part-time or adjunct faculty, and the willingness to think beyond the case’s im-pact on their own lives is difficult to capture in terms of the traditional system of rewarding academic production. Moreover, feminists who are willing to turn a critical lens upon the systems and structures of power that punish the inclusion of practitioners as feminist knowledge-creators and who remove hierarchical barriers to equal participation in the learning process has supported the rise of an alternative model of university education. This struggle came at a personal cost, however. While Hale (1986, 39) did publish an article about the experience of “attempting to practice feminism” in a university context during a time when the political winds were changing, she describes it as “one of the


most painful topics I have ever tried to render into an ‘academic’ form.”Hale continued to participate in feminist networks in Los Angeles

and beyond, producing knowledge through activism, research, and writ-ing on women’s cultural movements, women’s studies, and feminism throughout the 1980s, but in addition she moved forward in her work on Sudanese women’s movements, gender, politics, and Islam in Sudan. Her years of field research in Khartoum and its environs, and her im-mersion in the lives and worlds of Sudanese women and men, blended scholarship and activism in quite radical ways. Ever conscious of her status as a white, Western woman, Hale has constantly self-interrogated her participation and her role in supporting women’s organizing and political empowerment. What emerges from this intimate and sustained relationship with Sudanese women and their experiences as workers, activists, crisis managers, ritual practitioners, members of families, and politicians, is more than a sophisticated contribution to the analysis of processual gender-making in Sudan from the level of the state down to the individual. Hale’s own political work as an activist in women’s and progressive movements in Sudan and elsewhere gives her critical insight and an insider’s perspective of the crucial discourses, alliances, and schisms that have characterized Sudanese women’s organizing. It has also helped Sudanese activists develop and hone their own tools for promoting equity and improving people’s lives.

This feminist approach to co-producing knowledge with Sudanese women and men through participatory, empowering, and self-critical practice has presented its own risk on a number of levels. As the gov-ernment in Sudan became increasingly militarized, there have been real dangers for her in terms of the people she associated with and the subject matter she was investigating. Hale says, “I had to be very care-ful while I was there, and I also had to continue to self-interrogate as to whether or not I had any business doing some of this activism as an outsider and so on.” With the ongoing violence, political conflict, implementation of Islamist policies, and economic restructuring in the 1990s, many of the Sudanese women and men with whom she worked and in whose lives she participated left Sudan to join a grow-ing diaspora. Her own work and travels have followed the major actors in women’s movements while they were organizing in Sudan and then, when many became exiled, worked with them in the diaspora, and in


particular in the United States, the United Kingdom—mainly with the Women’s Rights group—Egypt, and underground in Sudan. Sudanese women activists in exile were also fighting their own political battles over the direction of women’s organizing. Hale (2007, 87) is not afraid to point out uncomfortable realities that color women’s politics, such as “northern Sudanese ethnocentrism and chauvinism, and Sudanese rac-ism.” In her article, she recounts a series of personal attacks by Fatima Ahmed Ibrahim, a founding mother of the Sudanese women’s movement (109). The potentially negative impact of shining a spotlight on internal disagreements is overshadowed by her clear-headed commitment to the potential for Sudanese women to mobilize and challenge injustice, and her theoretical insights to how that might be done.

Notes one colleague, “At times I have found her to be too cau-tious about raising criticism against certain oppressive practices and tra-ditions in the [Middle East and North Africa (MENA)]. I think Sondra has been extra careful in not repeating the mistakes or misdeeds of the imperialistic, Eurocentric anthropologists or feminists who have written about the MENA region.” Sondra herself appears to focus on praxis—she has said that unless she is invited to speak on behalf of a group or a cause that she is not a part of, she prefers to make way for those who are. As a person willing to voice unpopular or controversial perspectives—among her university colleagues in the United States, with her Sudanese research participants and fellow activists, Hale’s commitment to a larger moral certainty beyond personal politics is reflected in the accolades she has been receiving upon her retirement. However, she describes the award given in 2011 by the leading women’s non-governmental organi-zation in Sudan—Salmmah—“In recognition and appreciation of her 50 years of commitment and valuable contributions in support of the Sudanese women’s movement,” as meaning more to her than any award she could ever have received. Hale holds fast to her feminist convictions and intellectual conclusions while occupying an insecure university po-sition for twenty years, and she influences countless numbers of women’s rights activists in Sudan and in the United States even while presenting uncomfortable truths about the movements. She speaks about the im-portance to her of giving back to the people with whom she has learned these truths. This form of impact cannot be measured according to the numbers of fellow academics who cite her books and articles, no matter


how incisive these published analyses are. One colleague acknowledges,

Over and over, I have witnessed Sondra support Arab scholars, often junior women scholars, who are facing various kinds of attacks from Zionists and/or anti-Arab racists within academia. In addition, by asserting Palestinian rights to self-determination and the rights of scholars who publicly critique Zionism and Israeli settler-colonialism, Sondra has made it possible for others to do the same. Simply knowing that Sondra would have my back if I were ever targeted for my work as a scholar-activist, often allowed me to continue my work.

the university as a platform for social Justice

On one hand, Brian D. Cameron (2005, 115), noting the dichotomy be-tween high impact, “successful” journals, as defined by bibliometrics, and low-impact journals, the vast majority of scholarly publications, suggests, “They describe right journals and left journals—also referred to as high quality and low quality, winning journals and losing journals, journals on the right or wrong track, and even right world and wrong world journals.” Hale, on the other hand, pursues the idea of accessibility through publish-ing her work for as broad a readership as possible. Hale’s actions indicate that she is thus participating in the radical critique and restructuring of academic and other hierarchies, through her willingness to publish in plac-es where ideas will be accessible, concretely demonstrating commitment to the global South and the building of transnational fields. By consciously using her privilege to open up spaces, Hale demonstrates that it is possible to break away from the exclusivity of academic—Western—publishing and creates flows of knowledge between women in other places, what Christo-pher M. Kelty (2008) identifies as a “re-orientation of knowledge.”

Hale responds to the query about how or even whether she would interpret her university position as “a privilege” by presenting it as a mixed bag. Hale manages to include the community component and the activist component of her teaching and research by couching it in aca-demic language acceptable to the administrations of various universities. But she also notes that being at UCLA, although “a historical accident,” has enabled her holistic approach to knowledge creation—by funding her trips to Sudan, by allowing her to continue to do her political work and political writing (even though, she notes, she “was tenured very late


in life”), and by providing a stage—the university classroom—to share her ideas. She points out, “Although I know that I’m privileged, I am constantly in the belly of the beast, biting, inside, you know, just nibbling away and sometimes taking big bites.”

Ever cognizant of the potential threat to academic freedom, Hale continues to hold universities and scholars to their liberal values, in-cluding freedom of speech, speaking out on threats to critical thinking in times of conflict and recently founding the California Scholars for Academic Freedom. Several colleagues mention her role in promoting academic freedom, with one sharing that:

Sondra has also made a real difference in my life and the lives of many academics by organizing the California Scholars for Academic Free-dom network.... We have had serious academic freedom challenges at [my university] during which the CS4AF network was of crucial importance, for information, communication, and moral support.

Recognizing the need for engagement between academia and key struggles beyond university walls, a close colleague notes Hale’s impact thus: “For more than thirty years now, Sondra Hale has been my moral compass and tireless warrior, always seeking to make the university more fair, more open, and more meaningfully engaged with the world outside, while working for a more just society, locally and globally.”

mapping altErnativE impact

Historically, women’s academic impact, like that of people of color and others at the margins of universities, is less well represented or, in too many cases, rendered invisible; it is worth remembering that in the current academic context new mechanisms, such as bibliometrics, are devised to define which ideas have currency and whose ideas are heard. Lutz’s (1990) analysis of the systematic citation biases, and gender bias in particular, in anthropology, concludes that women’s contributions are “partially erased” from key cannon-setting works by practices in-cluding men’s—and women’s—failure to include them through citation (622). The nurturing role often assumed by women academics towards their students, though praised and recognized through teaching awards is, nevertheless, unlikely to support a bid for tenure. The obscuring of


women’s impact in academia is on occasion blatantly obvious, such as the silencing of the CSULB Women’s Studies program, and at other times their minimal presence is accepted without much notice. Women’s narratives are often absent from histories of social change. On campuses, for example, women’s names are largely missing from campus buildings, streets, and awards, and are scarcely represented in public art, sculpture, and other physical manifestations of importance found in the common space of every university (Diaz et al. 2009). In keeping with Cynthia Enloe’s (2000) recurring question, “Where are the women?” we have found that GIS as a feminist tool can help us visualize an alternative concept of women’s impact, one that recognizes data about network- and community-building, inclusion, and the role universities can still play in the transformation of societies.

mapping impact with gis

We include maps11 of the places that Hale has practiced and of the con-nections that she has nurtured among Sudanese and others to present a visual representation of a more subjective, but no less meaningful, con-cept of impact over her half-century of engaged teaching, research, and activism. Visualizing spaces and differential access to these spaces can uncover new truths that re-frame conventional academic understand-ings of impact in terms of spatial inclusion of the academic margins. These maps are intended to provide an introductory example of impact through spatial awareness and spacial thinking. GIS makes it possible to store vast amounts of digital spacial data and allows statistical analysis, modeling, and visual display of geographical data in a globalized world while offering a more inclusive measurement of impact in social science fields.

Our first map (Figure 1) uses data derived from Hale’s curriculum vitae to plot the academic publications in which she has placed her work and shared her ideas. Journals represented by green dots (e.g. American Behavioral Scientist (published by SAGE Journals, Thousand Oaks, CA, Article Influence (AI) factor12 0.5173), Feminist Economics (published by Routledge, London, UK, AI factor 0.7795)), are, not coincidentally, ranked higher for impact than journals represented by the red dots; indeed, journals such as the Ahfad Journal: Women and Change (pub-lished by Ahfad University, Omdurman, Sudan) or the Sudan Journal of


Economic and Social Studies (Khartoum University, Khartoum, Sudan) are entirely absent from the list of ranked journals. Hale describes her own motivations for publishing in Sudanese and other low impact jour-nals as giving back; impact in this case might be gauged by listening to the voices of Sudanese scholars and activists whose ideas and practices have been influenced by Hale’s work, as we have done, and for whom this may well have been inaccessible had she limited her publishing to ranked journals.

Commercial measures of journal and article impact essentially describe networks of influential institutions, publications, and academ-ics and can be interpreted as maps of academic power and privilege. Our second map (Figure 2) collapses certain major events that further incorporate the connections Hale has made across her career into each individual plotted point to provide a broad-brush impression of her impact both in and outside of the Western academy. The networks in which she is embedded represent the connections she has fostered in Sudan and other places in East Africa, and later among displaced Suda-nese in the diaspora. Hale’s active role in collaborating with universities in the global South include her involvement in starting and advising several women’s studies and feminist studies programs and curricula. For example, her keynote speech at the American University in Cairo on thinking through a Middle East and African women’s studies cur-riculum was one of several feminist contributions—nearly all from the

Figure 1. Journal impact, both conventional and unconventional publishing venues.

High “Impact” Journals Independent Journals


global South—that helped to launch the now thriving Center for Gender and Women’s Studies there. She was similarly involved in collaborating with Suad Joseph and others to build a gender studies/feminist studies curriculum at Lebanese American University, Birzeit University, and the American University of Beirut.

Our impact mapping here also incorporates Hale’s collaborative practice with women’s rights activists beyond U.S. borders. In 2002 she was appointed as the only non-Sudanese delegate to represent Sudan at a conference on Women’s Rights in Sudan held in Kampala, Uganda. With the civil war still raging, relations between the participants—northern Sudanese and Sudanese from the marginalized areas—were fractious and suspicious. In a personal communication, Hale recounts that on the first day, “chaos broke out…. The Nuba Mountains was split between supporters of the Sudan People’s Liberation Movement/Army and the government, and members of the liberated zone of the Nuba Mountains had been brought in. Northerners were very defensive. The conference was falling apart, almost before it began.” Hale was asked by the orga-nizers to give a talk on a plenary panel first thing the next morning to see what could be done to help these various ethnic groups and regions work together, though she protested that because of her status as a for-eigner she should not be stepping into the fray. The organizers insisted that her “outsiderness” would be helpful, and so the next morning she gave “what amounted to an anti-racism workshop… trying to get all

Research & Teaching Connections of Sandra Sudanese Diaspora Connections

Figure 2. Sondra Hale’s teaching and research sites, academic and activist networks.


sides to listen [to each other] and talking about the art of self-criticism. Things settled down” (personal communication). This work led to invita-tions to go to the Nuba Mountains to help activists there set up a series of adult education centers for women.13

Figure 3 is a composite map of Hale’s five decades connecting people, ideas, and places through her teaching, research, writing, and practice. Her intellectual and activist contributions to women’s rights in the global South nurture connections and networks that link ideas about postmodernism, postcolonialism, and transnational feminism to social change and progressive politics beyond the boundaries of traditional academic fora; they are significant in ways that cannot be measured by her refereed publications. Figure 3 introduces an alterna-tive way to view Hale’s research, teaching, publishing, conferences, and social networks as they combine in transnational fields of collaborative knowledge production.

GIS mapping helps us address limitations in the way that people and populations are represented by making visible many of the criti-cal power relations in the production of knowledge (Chrisman 1987). The academy would do well to adopt new ways of reflecting informa-tion about career impact that incorporate a person’s other significant contributions in order to present a more comprehensive picture of their influence than the current system of journal citations.

mapping alternative impact through narrative

The written narratives collected from Hale’s widespread network of stu-dents and colleagues from the United States, Sudan, and elsewhere reveal common threads regarding her impact as a feminist scholar-activist that strongly support the themes we have derived from Hale’s own work and career. Although open-ended, the narratives collectively and repeatedly mention specific qualities about her personal character, the practices she cultivates, and the actions she takes, to draw an alternative picture of the impact her contributions have had, both on people’s individual tra-jectories and on a number of academic and social fields more broadly. Although most of our participants refer to the more measurable record of books written and institutions founded, narrative after narrative notes Hale’s ability to connect at a personal and human level as a foundation for social change, and the way this ability inspired others to do the same.


Assessing impact from a feminist perspective does not mean

overlooking conventional academic accomplishments and skills, as participants in our small subset of Hale’s global community most cer-tainly recognize. Many of the respondents raised the importance of Hale’s (1996) book and its importance in their own trajectory as scholars and activists. Her Sudanese colleagues in particular note how useful her book has been as a platform for action. Says the Sudanese scholar-activist Nada Mustafa Ali,

Sondra’s book, Gender Politics in Sudan: Islamism, Socialism and the State, has had an important impact on Sudan studies and on Sudanese women’s studies. Together with the work of a number of other scholars, it offered a foundation from which I could explore the gendered politics of the Sudanese opposition in exile in the 1990s and 2000s; the way Sudanese women’s organizations in exile related and reacted to the way the opposition addressed gender and women’s rights; and the way diverse exiled women’s organizations related to each other.

Another person reports that she “continued reading the book many times, and at different junctions of my activism.” The book—in Arabic translation—became a key piece of the Salmmah Women’s Centre’s com-mitment to documenting the Sudanese women’s movement “to enable better understanding of women’s history, to provide the younger gen-erations with sustainable, available knowledge, to enable better critical

Figure 3. Transnational fields of knowledge production.

Research & Teaching Connections of Sandra Sudanese Diaspora Connections

Independent Journals High “Impact” Journals Conferences


understanding of our context.” Yet as significant as Hale’s well-researched analyses are to Suda-

nese, Middle Eastern, African, and gender activism and scholarship, members of her network identify the impact of Hale as a person, both as an exemplary colleague, teacher, mentor, and feminist, and as an in-spiration due to her bravery, humanity, commitment to her ideals, and engagement with key social and political challenges. A feminist analysis of this impact would need to account for the importance of developing and maintaining personal relationships, not only as a way of connect-ing with others and sharing ideas, but as a fundamental mechanism for producing knowledge. Several respondents noted the reflexive and self-critical stance that Hale brings to her praxis. For example:

I try to ask questions at the end of my research papers now and think deeper about people and context… to question relationships, indica-tors, my methodological and ethical grounding; to question my own intentions and that of the research tool. I am drawing from Sondra’s own questioning of anthropology and its entrenched tools like “field work,” or of her “whiteness” and “working class” background and their influences on her research and being.

Our participants’ narratives validate the visual GIS maps produced for this article by noting that Hale’s close connections with such a range of people are not ephemeral but form a critical social field that has pro-duced significant acts of individual bravery and collective transforma-tion. While we call Hale’s praxis in this regard “community building,” her colleagues’ narratives point to her influence in several overlapping movements of social change. In particular, several people identify her work to cross boundaries—between the academy and the public sphere, between Euro-America and the global South, and between either/or ideologies and analyses—to create a “third space.” Notes a colleague, “Sondra Hale has committed to a politics of ethics, including a politics of accountability to the social movements in which her interlocutors belong, even if this has put herself at risk or positioned her as a potential target of political harassment.” This willingness to take personal risks on behalf of people and ideas is a testament to Hale’s participation in a broad public sphere.

As her colleagues’ narratives illustrate, Hale’s feminist praxis con-


tributes to a vigorous approach to the role of public intellectual. Several colleagues use the term “scholar-activist” to describe the work that Hale has put into bridging academic insights and analyses on power and privilege with actions that address these in local, regional, and global struggles for social justice. While Hale has the profound ability to trans-late complex and counterintuitive ideas to a general public, her noted skill and persistence in bringing feminist activist praxis to the academy is a process of simultaneous interpretation. Edward Said (1993), describ-ing the role of the public intellectual, recognized that, “There is always the personal inflection and the private sensibility, and those give mean-ing to what is being said or written. Least of all should an intellectual be there to make his or her audiences feel good: the whole point is to be embarrassing, contrary, even unpleasant.”

As members of her network attest, Hale shows that the lines be-tween activist and scholar can be a transformative route to social change when navigated with self-awareness, respect, and heuristic methods, and exemplify the qualities of the public intellectual. As we argue, these qualities, and the willingness to act upon them, is especially important in the current neoliberal climate of university and civic life. In the words of Omayma Gutbi, a colleague from Sudan, Hale embodies “sensitivity to racial, ethnic, socioeconomic differences, who had a strong intersectional sensibility.” Gutbi continues:

I revisited Women and Politics in Sudan at a time when the whole political question in Sudan was changing and so was the position of women dramatically altering; women are at the heart of civil society movement and [Hale] was at the very heart of their striving for jus-tice, thoughtfully following the traces of how the “new” discourse of conflict, race, gender and politics is being articulated. She has opened new possibilities for us academics, activists, and development workers.

This ability to open up space for social change does seem to be part of her personal warmth, empathy, and sense of humor as much as her analytical and critical thinking skills.

ExEmpliFying tHE opEn acadEmy

An alternative mapping of impact of Hale’s career ties into a powerful


critique of proprietary knowledge production that has been gaining ground in recent years. Critics of open access express concern about in-tellectual property and copyright laws and conventions, but it is equally apparent that many contemporary movements for social change and justice, such as the Occupy movement, are basing thought and action on decentralized organization and collaborative tools.14 Hale’s own feminist practices for over fifty years predate and exemplify the principles of the movement:

I’m also a believer in transparency, and the sharing of what we call intellectual property. I don’t believe that people should be exploited and so on, and we have to figure out ways that people not take other people’s ideas, or take other people’s ideas and not give them any credit at all or any sharing of the credit. We have to figure out ways to work out problematic things like that, but this opening up through the open source movement, which started with some of the least likely people… to start such an egalitarian movement—that is, computer people, techies and so on, software people. I think, now it’s spread [to other fields], I think it’s pretty terrific.

Kelty’s (2004) observations regarding a transition towards new forms of social exchange and knowledge production through technology reflect earlier philosophical perspectives, such as the deeply feminist philoso-phy informing Hale’s work and career. The challenge to the neoliberal university by the “open academy” movement encompasses many of the same principles that feminist activists have espoused. The reaction on the part of the academic mainstream has been “explosive and anxious” and centers around “validity, quality, ownership and control, moral pan-ics galore, and new concerns about the shape and legitimacy of global ‘intellectual property’ systems” (Kelty 2008). According to this frame-work, the practice of bibliometrics makes sense as a control mechanism of academic knowledge production enabled by powerful institutions, undergirding safer, less challenging forms of research and teaching.

The comparison to earlier challenges to university privilege and the control of knowledge production by Hale and others involved in feminist inquiry bears remembering. In light of the powerful interest groups responsible for silencing the women’s studies program at CSULB and the university’s compliance by “gutting it,” Hale (1986) has written,


We certainly were not teaching “traditional American values,” and the university—threatened by budget cuts, declining enrollments, and other problems—became nervous and tenuous about its more contro-versial programs. It is one thing to speak in generalities about the new conservatism and the erosion of liberalism and bourgeois democracy, but it is a quite another thing to see it in operation—on the ground, so to speak—in one of the former havens of liberalism, the university. (41)

But in spite of this early setback to pursuing a feminist activist career in a university setting—or perhaps because of it—Hale has continued to follow a moral compass informed by her personal experiences across a range of places and people, and her ability to empathize deeply with others’ perspectives. Her impact on the areas of Sudan studies, Middle Eastern women’s studies, and anthropology, while difficult to measure quantitatively, is nevertheless profound, and can be seen in the networks of people beyond the academy who, because of Hale’s stance, have had access and ability to help shape important ideas. Says Hale:

I think I’m a good example of someone who did not pay any attention to bibliometrics. It wasn’t important to me, and that’s not where I wanted my work to be. I wanted my work to go back to early publish-ing. I wanted to give back to Sudan what I had taken out. So I pub-lished in some quite obscure Sudanese journals; some still exist today but most don’t. I published in several newsletters and bulletins in the feminist community that I don’t even have copies of anymore. Some of this is on my resume under “lesser publications,” but when we go for promotions of course we can’t list those as much of anything.... I think they are considered unpublished work and people get no credit for that. However, I continued to do that anyway. I continued to try to contribute to Sudanese Studies although I am limited because of my limited Arabic. Here in the States I published in feminist journals, start-up journals, in [the Journal of Middle East Women’s Studies], the AMEWS newsletter and in the newsletter of the Women’s Caucus for Art. I’ve done a lot of that, and I find that to be so much more fun. You can get ideas out there quickly and the possibility for exchanges with other scholars is more possible.

Our narrative of impact, and its accompanying visual rendering of Hale’s comings and goings, her networks of people and places over the


last fifty years, describes a unique transnational field of knowledge and influence that goes beyond the academy. This space, co-created with so many but within which Hale has been so generously present, is con-stantly transforming due to her own humble willingness to subject her ideas, attitudes, and positions to scrutiny. Her fifty-year-long journey of unsettling her previous work (Hale 2005) is a model of radical courage from which we can all take heart.

acknoWlEdgEmEnts

Special thanks to Nadje Al-Ali, Azza Basarudin, and the rest of the Board of AMEWS for inviting us to share our thoughts on Sondra Hale’s career at the 2011 AMEWS dinner in Washington, D.C., which formed the basis for this article. We very much appreciated close reading and thoughtful comments by Cynthia Enloe, Nada Mustafa Ali, and Padini Nirmal. We also wish to thank the members of Sondra’s network of col-leagues and former students who responded with narrative testimonies regarding her impact on their work and lives. Finally, thanks to two anonymous reviewers for their helpful comments and suggestions. A draft of this article was sent to Sondra Hale for factual corrections. Any and all errors and oversights remain the sole responsibility of the authors.

notEs

1. Esri’s ArcGIS Explorer: Mapping for Everyone (http://www.esri.com/soft-ware/arcgis/explorer). Esri is one of the largest providers of GIS software and geoda-tabase managment applications. Although many of its products are for commercial use, the online Mapping for Anyone platform is open and accessible and does not require formal training in how to use GIS software.

2. For reasons we make clear in the article, the term “interview” is eschewed.3. We invited participants to respond to the broad question, “Would you tell us

a little about Sondra’s influence on your life and trajectory?”4. A distribution principle that identifies core publications for a field by dem-

onstrating stronger or weaker relevance to a given discipline or topic5. Thompson Reuters’s literature does not describe the shortcomings of

Bradford’s Law, or the finding that it does not hold empirically for publications in the social sciences and may in fact “function discriminatorily against minority views” (Nicolaisen and Hjørland 2007, 359). See “Using Bibliometrics: A Guide to


Evaluating Research Performance with Citation Data” at http://thomsonreuters.com/products/ip-science/04_030/using-bibliometrics-a-guide-to-evaluating-research-performance-with-citation-data.pdf (accessed on August 20, 2013).

6. According to a study carried out by Eugene Garfield, countries were ranked according to aggregated publication and citation data, with entire nations with lower scores—e.g. China, Turkey, South Korea, India, Mexico, Brazil, Argentina, Egypt, Bulgaria, and Venezuela—presented as unproductive (Cameron 2005).

7. Some scholars suggest the manipulation of impact factors and other mea-surements have the potential to “develop a system of academic surveillance and hegemonic control over scholarly discourse” (Sosteric 1999, 12). Sosteric (10) further notes, “As academic institutions re-imagine themselves as business organizations, and as the state puts pressure on them to provide ‘output’ measures, there is a concerted push for ‘better’ ways to measure academic and institutional performance.”

8. For example, a recent article in the Chronicle of Higher Education notes, “When tenure-and-promotion committees review our scholarship, they emphasize individual achievement, placing the most value on a single-author book, followed by edited essay collections and peer-reviewed articles of various sorts. Edited volumes are the kind of publication in which we most often see collaboration in the humani-ties, with two or more faculty members sharing the tasks of gathering and editing an assortment of essays. But there, too, review committees are sometimes at a loss as to how to evaluate such co-edited publications, especially if the book does not include a single-authored article by the faculty member” (Page and Smith 2010, 2).

9. While part-time faculty were not commonly represented in large numbers in higher education until the 1970s, recent analyses have demonstrated that today’s fac-ulty positions are largely filled by adjunct professors (Kezar and Maxey 2012, drawing upon statistics collected by the AFT Higher Education Data Center 2009).

10. Hale (1986, 41) acknowledges that the program’s practical attempts to stay true “to the principles of feminist process in the classroom and in the program’s governance” through deliberately involving community activists and participating in grassroots activities, being student-oriented and non-hierarchical, and staff hires that did not necessarily privilege the “most published or highest credentialed candidate” set the program on a collision course with the university.

11. The maps are constructed through an easily accessible, Open Source and online GIS mapping site powered by Esri (http://www.esri.com/). These maps are snapshots of an interactive layered map that Emily Haddad created, which can be accessed here: http://bit.ly/sWbRQN. While the field of GIS may seem quantitative and technical, it can be used to symbolize larger discrepancies found in traditional data collection and analysis. GIS for mapping spatial injustice can aid social activists to view inequality through new lenses.

12. “Article Influence score measures the average influence, per article, of the papers in a journal. As such, it is comparable to Thomson Scientific’s widely-used impact factor. Article Influence scores are normalized so that the mean article in the entire Thomson Journal Citation Reports (JCR) database has an article influence of 1.00.” Information from an academic research group that maps citations, the Eigen-factor Project. See http://www.eigenfactor.org/faq.php (accessed on August 1, 2013).


13. Sondra Hale accepted the invitation and final arrangements with the SPLA Commander were made, but she did not end up going due to the tragic death of her Nuba translator and friend.

14. The explosion of open access models includes open publishing and edit-ing (such as Wikipedia), open source technologies and products (e.g. OpenOffice, Google Maps), open data (such as the Creative Commons) open university courses (such as the Massachusetts Institute of Technology’s Open Course Ware) and open access (such as Scholarly Publishing and Academic Resources Coalition). The open model has become an increasingly common professional framework as well, with examples of free access to shared data and collaborative creativity practiced by artists, activists, writers, scientists, and even medical and pharmaceutical researchers.

rEFErEncEs

Cameron, Brian D. 2005 Trends in the Usage of ISI Bibliometric Data: Uses, Abuses, and

Implications. Librarian and Staff Publications. Paper 3. http://digitalcom- mons.ryerson.ca/library_pubs/3 (accessed on August 1, 2013).

Chrisman, N. R. 1987 Design of Geographic Information Systems Based on Social and

Cultural Goals. Photogrammetric Engineering and Remote Sensing 53(10): 1367 – 70.

Diaz, Erin McNally, Elisabeth Nurani, Emily Haddad, and Zali Zalkind 2009 Mapping the Obvious (Or the Obviously Ignored): The Construction of

Masculine Spaces in Academia. Paper presented at Clark University, Worcester, Massachusetts.

Enloe, Cynthia 2000 Bananas, Beaches and Bases: Making Feminist Sense of International

Politics. Berkeley; Los Angeles: University of California Press.Guédon, Jean-Claude 2001 In Oldenburg’s Long Shadow: Librarians, Research Scientists, Publish-

ers, and the Control of Scientific Publishing. Proceedings of the Membership Meetings of the Association of Research Libraries, October. 1 – 70.

Hale, Sondra 1986 Our Attempt to Practice Feminism in the Women’s Studies Program.

Frontiers 8(3): 39 – 43. 1996 Gender Politics in Sudan: Islamism, Socialism and the State. Boulder:

Westview Press. 2005 Testimonies in Exile: Sudanese Gender Politics. Journal of Northeast

African Studies 8(2): 83 – 127.Holden, Gary, Gary Rosenberg, Kathleen Barker, and Patrick Onghena 2006 Should Decisions About Your Hiring, Reappointment, Tenure, or

Promotion Use the Impact Factor Score as a Proxy Indicator of the Impact of Your Scholarship? Medscape General Medicine 8(3): 21 – 4.


Kelty, M. Christopher 2004 “Culture’s Open Sources” and “Punt to Culture” Anthropological

Quarterly 77(3) (licensed under a Creative Commons License by AQ) 2008 Two Bits: The Cultural Significance of Free Software. Duke University

Press (http://twobits.net/pub/Kelty-TwoBits.pdf)Kaufman, Regina R., and Julia Chevan 2011 The Gender Gap in Peer-Reviewed Publications by Physical Therapy

Faculty Members: A Productivity Puzzle. Physical Therapy 21: 122-131. Kezar, Adrienne, and Daniel Maxey 2012 The Delphi Project on the Changing Faculty and Student Success.

Association of American College and Universities and the Pullias Center for Higher Education.

http://www.uscrossier.org/pullias/wp-content/uploads/2012/07/Delphi-Project_ Report-on-Working-Meeting_Web-Version-2.pdf (accessed on August 28, 2012).

Leahy, Erin, Jason Lee Crockett, and Laura Ann Hunter 2008 Gendered Academic Careers: Specializing for Success? Social Forces

86(3): 1273 – 1309.Lutz, Catherine 1990 The Erasure of Women’s Writing in Sociocultural Anthropology.

American Ethnologist 17(4): 611 – 27.Martin, Ron 2002 Editorial: Getting Ranked and Going Global. Transactions of the

Institute of British Geographers, New Series 27(1): 3 – 6.Nicolaisen, Jeppe, and Birger Hjørland 2007 Practical Potentials of Bradford’s Law: A Critical Examination of the

Received View. Journal of Documentation 63(3): 359 – 77.Page, Judith W., and Elise L. Smith 2010 Writing a Book Together. The Chronicle of Higher Education. November 21.Said, Edward 1993 Representations of the Intellectual. Episode 1, Edward Said: Representa-

tion of the Intellectual. The Reith Lectures. BBC Radio 4. London: BBC4, June 23.

Smith, Stanley D. 2004 Is an Article in a Top Journal a Top Article? Financial Management

33(4): 133 – 49.Sosteric, Mike 1999 Endowing Mediocrity: Neoliberalism, Information Technology, and the

Decline of Radical Pedagogy. Radical Pedagogy 1: 1 – 32. Steinpreis, Rhea E., Katie A. Anders, and Dawn Ritzke 1999 The Impact of Gender on the Review of the Curricula Vitae of Job

Applicants and Tenure Candidates: A National Empirical Study. Sex Roles 41(7/8): 509 – 28.

Towards a Feminist Analysis of ‘Impact’: Sondra Hale’s scholarship and activism in and beyond the university

Documents