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

Crutchley, Jody and Nahaboo, Zaki and Rao, Namrata (2024) Precarious academic citizens: Early Career Teachers’ experiences and implications for the academy. Teaching in Higher Education, 29 (3). pp. 789-809. 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 (2020) 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
Additional Information and Comments:	© 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Keywords:	Early Career, narratives, identity, precarity, neoliberal academy, academic citizenship
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Namrata Rao
Date Deposited:	20 Dec 2023 09:41
Last Modified:	12 Nov 2024 14:36
URI:	https://hira.hope.ac.uk/id/eprint/4104

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