Doctoral students navigating the borderlands of academic teaching in an era of precarity

Rao, Namrata and Hosein, Anesa and Raaper, Rille (2021) Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education. ISSN 1356-2517 Online ISSN: 1470-1294

Text TIHE Borderlands Resubmission Final.docx - Accepted Version Download (72kB)

Abstract

Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral students in two English universities indicates that although they were navigating similar borderlands, the structural inequalities posed by their institutions led to differential support for their teaching roles and teacher identity development. The paper highlights the need for aligning doctoral roles to academic roles. It concludes by challenging the precarious support available for doctoral students, and proposes recommendations for the holistic development of doctoral students as competent and successful teachers (and researchers) in an increasingly precarious academia.

Item Type:	Article
Additional Information and Comments:	"This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 9th March 2021, available online at https://www.tandfonline.com/doi/abs/10.1080/13562517.2021.1892058?journalCode=cthe20"
Keywords:	doctoral students, graduate teaching assistants, emerging teaching professionals, neoliberal culture, precarity.
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Namrata Rao
Date Deposited:	17 Feb 2021 09:59
Last Modified:	12 Nov 2024 11:42
URI:	https://hira.hope.ac.uk/id/eprint/3242

Actions (login required)

View Item