Fast Professors, Research Funding, and the Figured Worlds of Mid-Career Ontario Academics

Autor/inn/en	Acker, Sandra; McGinn, Michelle K.
Titel	Fast Professors, Research Funding, and the Figured Worlds of Mid-Career Ontario Academics
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 30 (2021) 2, S.79-98 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Foreign Countries; College Faculty; Experienced Teachers; Teacher Researchers; Educational Finance; Financial Support; Grants; Productivity; Barriers; Scholarship; Bias; Social Justice; Canada + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerforschung; Bildungsfonds; Finanzielle Förderung; Grant; Finanzielle Beihilfe; Produktivität; Scholarships; Stipendium; Soziale Gerechtigkeit; Kanada
Abstract	Heightened pressures to publish prolifically and secure external funding stand in stark contrast to the slow scholarship movement. This article explores ways in which research funding expectations permeate the "figured worlds" of 16 mid-career academics in education, social work, sociology, and geography in seven universities in Ontario, Canada. Participants demonstrated a steady record of research accomplishment and a commitment to social justice in their work. The analysis identified three themes related to the competing pressures these academics described in their day-to-day lives: funding, challenges, and the fast professor. Participants spoke about their research funding achievements and struggles. In some cases, they explained how their positioning, including gender and race, might have affected their research production, compared to colleagues positioned differently. Their social justice research is funded, but some suspect at a lower level than colleagues studying conventional topics. Challenges might be located in the backstage (personal and home lives) or the frontstage (university or funding agency policies or embedded in the research itself). In aiming for the impossible standards of a continuously successful research record, these individuals worked "all the time." Advocates claim that slow scholarship is not really about going slower but rather about maintaining quality and caring in one's work; yet, participants' accounts suggest they perceive few options other than to perform as "fast professors." At mid-career, they question whether and how they can keep up this aspect of their figured worlds for 20 or more years. (As Provided).
Anmerkungen	Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01