'Mopping up Tears in the Academy' -- Working-Class Academics, Belonging, and the Necessity for Emotional Labour in UK Academia

Autor/inn/en	Rickett, Bridgette; Morris, Anna
Titel	'Mopping up Tears in the Academy' -- Working-Class Academics, Belonging, and the Necessity for Emotional Labour in UK Academia
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 1, S.87-101 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rickett, Bridgette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1834952
Schlagwörter	Working Class; College Faculty; Women Faculty; Higher Education; Teacher Attitudes; Caring; Teacher Student Relationship; College Students; Commercialization; Foreign Countries; Social Class; Gender Differences; Work Environment; Neoliberalism; Educational Change; Social Differences; Self Concept; United Kingdom + Suchen Sie Ihr Suchwort? Arbeiterklasse; Fakultät; Frauenakademie; Weibliche Gelehrte; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Ausland; Social classes; Soziale Klasse; Geschlechterkonflikt; Arbeitsmilieu; Neo-liberalism; Neoliberalismus; Bildungsreform; Sozialer Unterschied; Selbstkonzept; Großbritannien
Abstract	Previous research exploring how working-class women experience UK Higher Education (HE) work has made evident recurring themes around social segregation and corresponding difficulties with feeling they belong. This paper develops this work by exploring the ways in which UK, HE based working-class women lecturers talk about their sense of belonging. It was found that, in contemporary UK HE, lecturing work is located within a marketised space where caring for students is central and the deployment of emotional labour to seen to be a necessary requirement to meet those demands. In addition, this labour is understood to be work that working-class women can readily take up, and as one of the few vehicles to enable feelings of value and belonging. However, this work is also devalued, unaccounted for and potentially harmful to those who do engage in it, therefore shoring up/ reinforcing a class and gender stratified UK academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01