Developing Reflexive Identities through Collaborative, Interdisciplinary and Precarious Work: The Experience of Early Career Researchers

Autor/inn/en	Enright, Bryony; Facer, Keri
Titel	Developing Reflexive Identities through Collaborative, Interdisciplinary and Precarious Work: The Experience of Early Career Researchers
Quelle	In: Globalisation, Societies and Education, 15 (2017) 5, S.621-634 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2016.1199319
Schlagwörter	Researchers; Cooperation; Communities of Practice; Interdisciplinary Approach; School Community Relationship; Higher Education; Intellectual Disciplines; Employment; College Faculty; Foreign Countries; Interviews; Community Involvement; Professional Personnel; Role; Individual Characteristics; Activism; United Kingdom + Suchen Sie Ihr Suchwort? Researcher; Forscher; Co-operation; Kooperation; Community; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Dienstverhältnis; Fakultät; Ausland; Interviewing; Interviewtechnik; Personalbestand; Rollen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Aktivismus; Politischer Protest; Großbritannien
Abstract	This paper explores the experiences of 24 Early Career Researchers working in interdisciplinary and precarious employment conditions in which they are managing collaborations with multiple partners beyond the university as part of the AHRC's "Connected Communities" Programme. These conditions emerge from conflicting sources--from critical and emancipatory moves in knowledge production as well as from globalising neoliberal education policies. The paper draws on Archer's concept of reflexive identity to identify four different reflexive orientations developed by ECRs in these conditions: the disciplinarian, the freelancer, the worker bee and the social activist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01