Giving voice to the voiceless: suppression and censorship among lecturers

Hayles, Florence and Mogra, Imran (2025) Giving voice to the voiceless: suppression and censorship among lecturers. Journal of Education for Teaching. pp. 1-4. ISSN 0260-7476

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Abstract

Our research explored the emotional experiences of Higher Education Lecturers (HELs) in Initial Teacher Training (ITT) in a post-1992 UK university. It is aligned with Leutwiler, Amorim-Riberio and Grandeiro’s (2024) perspective that recognising the emotional dimension is critical to understanding university educators’ professional lives. We uncovered the lived perceptions of emotional labour among lecturers who prepare trainees to teach children aged 3–11. This article presents the theme of suppression encapsulating references to intellectual censorship, persistent barriers and sustained well-being concerns.

Item Type:	Article
Identification Number:	10.1080/02607476.2025.2558935
Dates:	Date Event 4 September 2025 Accepted 8 September 2025 Published Online
Uncontrolled Keywords:	teacher, training, emotions, censorship, academic, well-being
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training
Divisions:	Law and Social Sciences > Education
Depositing User:	Gemma Tonks
Date Deposited:	06 Oct 2025 12:26
Last Modified:	06 Oct 2025 12:26
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16661

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