Shifting landscapes: from coalface to quick sand? Teaching geography, earth and environmental sciences in UK higher education

Dyer, Sarah; Walkington, Helen; Williams, Rebecca; Morton, Katherine; Wyse, Stephanie

Abstract

In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.

Citation

Dyer, S., Walkington, H., Williams, R., Morton, K., & Wyse, S. (2016). Shifting landscapes: from coalface to quick sand? Teaching geography, earth and environmental sciences in UK higher education. Area, 48(3), 308-316. https://doi.org/10.1111/area.12261

• Journal Article Type: Article
• Acceptance Date: Dec 18, 2015
• Online Publication Date: Jun 6, 2016
• Publication Date: 2016-09
• Deposit Date: Jul 21, 2017
• Publicly Available Date: Jul 21, 2017
• Journal: Area
• Print ISSN: 0004-0894
• Electronic ISSN: 1475-4762
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 48
• Issue: 3
• Pages: 308-316
• DOI: https://doi.org/10.1111/area.12261
• Keywords: Education; Academic labour; Gender; Teaching
• Public URL: https://hull-repository.worktribe.com/output/453675
• Publisher URL: http://onlinelibrary.wiley.com/doi/10.1111/area.12261/abstract
• Additional Information: This is the author's accepted manuscript of an article published in Area, 2016, v.48 issue 3.