Casualised Academic Staff and the Lecturer-Student Relationship: Shame, (Im)permanence and (Il)legitimacy

Autor/inn/en	Read, Barbara; Leathwood, Carole
Titel	Casualised Academic Staff and the Lecturer-Student Relationship: Shame, (Im)permanence and (Il)legitimacy
Quelle	In: British Journal of Sociology of Education, 41 (2020) 4, S.539-554 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1748570
Schlagwörter	College Faculty; Teacher Student Relationship; Student Attitudes; Teacher Attitudes; Electronic Mail; Anxiety; Teacher Effectiveness; Adjunct Faculty; Foreign Countries; Power Structure; Intellectual Disciplines; Contracts; Self Disclosure (Individuals); Professionalism; Academic Rank (Professional); Self Concept; Professional Identity; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Lehrerverhalten; Elektronischer Briefkasten; Angst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Geisteswissenschaften; Vertrag; Professionalität; Selbstkonzept; Großbritannien
Abstract	This paper is based on findings from an email interview study with 20 academics (17 women, 3 men) in the UK on short-term, insecure or 'casualised' contracts. The paper focuses on their perceptions of the effect their contract status has on the lecturer/student relationship: particularly in regard to student perceptions of their legitimacy and status. Using a poststructuralist theoretical lens, we explore lecturers' concerns or anxieties as to whether they may be interpreted as less legitimate than permanent staff; and the emotional labour involved in the work done to 'cover' for the difficulties that a lecturer's contract status causes for the quality of their teaching content and organisation. We also explore the considerations of some participants to voluntarily 'disclose' their status to students and the possibilities of such acts as a form of resistance to dominant discourses of the legitimate academic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01