Precarious academic citizens: Early Career Teachers' experiences implications for the academy

Crutchley, Jody and Nahaboo, Zaki and Rao, Namrata (2024) Precarious academic citizens: Early Career Teachers' experiences implications for the academy. Teaching in Higher Education. pp. 1-21. ISSN 1356-2517

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Abstract

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs’ reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer’s theories of differentiated academic citizenship, ECTs are recognised as ‘precarious academic citizens’. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

Item Type: Article
Identification Number: https://doi.org/10.1080/13562517.2023.2298822
Dates:
DateEvent
15 December 2023Accepted
24 January 2024Published Online
Uncontrolled Keywords: Early career, narratives, precarity, neoliberal academy, academic citizenship
Subjects: CAH17 - business and management > CAH17-01 - business and management > CAH17-01-01 - business and management (non-specific)
Divisions: Faculty of Business, Law and Social Sciences > College of Business, Digital Transformation & Entrepreneurship
Depositing User: Gemma Tonks
Date Deposited: 15 Feb 2024 14:19
Last Modified: 15 Feb 2024 14:19
URI: https://www.open-access.bcu.ac.uk/id/eprint/15218

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