- What factors drive the exit/movement of critical feminist scholars from one department/unit/institution to another? What kinds of marginalization and epistemic and/or political friction prompt such moves?
- Are there disciplinary/academic sites that routinely expunge critical feminist scholars or fail to stop them from leaving? What are the various types of receiving sites?
- What kinds of issues within “critical academic units” like Women’s, Gender, and Sexuality Studies or Ethnic Studies cause critical feminist scholars to leave them? What role do differing understandings of equity and social justice play in such moves?
- To what extent are several types of moves understood as voluntary or as a matter of “personal choice?” Who gets to make choices, and under which constraints?
- What is revealed when we shift focus from individual to collective exits and moves? To what extent can we think of critical feminist exoduses, or even exiles? What does it mean to consider those who have not necessarily chosen to exit particular contexts, but who have been effectively banished, displaced, removed, dispossessed, disappeared, or exiled from particular spaces, or from the academy more broadly? Who replaces those who leave (or are forced to leave)?
- What are the implications of the exits of critical feminist scholars for feminist practice and institutional transformation?
- How do critical feminist scholars negotiate exits in different type of institutions (e.g., research university, 4-year teaching college, community college, research institute, etc.)?
- Are opportunities and limitations for critical feminist scholars similar across national contexts? Do administrative responses vary across nations? What propels some critical feminist scholars outside of academia altogether?
- How does the movement of critical feminist scholars vary across career levels (grad students, ladder- rank, contingent faculty) and what are the implications at different levels?
- How are exits and re-routings managed, justified, and understood/explained by the scholar who moves, the sending unit, the receiving unit, and by administrators?
- What happens after a move? How do relocated faculty discover and negotiate the constraints that unfold as they confront sexist/ableist/racist/settler/class/sexuality hegemonies within the receiving department?
- What are the (positive or negative) consequences of critical exits for individual faculty, departments, campuses (including students), and disciplines? Do such exits influence how interdisciplinarity is understood and valued? How does the social location of the exiting scholar shape the consequences of moving?
- What lessons accrue for universities and administrators who care about equity, inclusion, diverse knowledges, social justice? What types of interventions are effective at addressing the negative drivers and consequences of critical academic migrations? What does a critical feminist agenda regarding such movements look like?