Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff.
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| Title: | Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff. |
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| Authors: | Hattam, Sarah Kate1 sarah.hattam@unisa.edu.au, Weiler, Tanya1 |
| Source: | Teaching in Higher Education. May2024, Vol. 29 Issue 4, p1023-1041. 19p. |
| Subject Terms: | *Educational innovations, *Professional education, *Effective teaching, *Higher education administration, Social justice |
| Abstract: | Sessional staff are commonly excluded from opportunities which can enhance their professional development, despite being responsible for the majority of university teaching. For educators teaching in widening participation or enabling programs, this can create additional separation or feelings of being 'illegitimate'. This article interrupts such deficit approaches by exploring how one innovative, institutional approach to continuous professional development (CPD) supports the transformation of teaching practice and takes seriously the 'problematising' of widening participation alongside the constraints placed on sessional staff. Applying Bacchi's 'What's the problem represented to be' methodology to Sessional staff interviews in a large Australian enabling program reveals how framing of the 'problem' of student success with the discursive institutional binary of equity (social justice) and excellence (neo-liberal) shapes teaching practices and teacher subjectivity. We argue that to enhance teaching quality and ensure all members of the academy feel valued and legitimate CPD opportunities must include all staff. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176495179 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hattam%2C+Sarah+Kate%22">Hattam, Sarah Kate</searchLink><relatesTo>1</relatesTo><i> sarah.hattam@unisa.edu.au</i><br /><searchLink fieldCode="AR" term="%22Weiler%2C+Tanya%22">Weiler, Tanya</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. May2024, Vol. 29 Issue 4, p1023-1041. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education+administration%22">Higher education administration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Sessional staff are commonly excluded from opportunities which can enhance their professional development, despite being responsible for the majority of university teaching. For educators teaching in widening participation or enabling programs, this can create additional separation or feelings of being 'illegitimate'. This article interrupts such deficit approaches by exploring how one innovative, institutional approach to continuous professional development (CPD) supports the transformation of teaching practice and takes seriously the 'problematising' of widening participation alongside the constraints placed on sessional staff. Applying Bacchi's 'What's the problem represented to be' methodology to Sessional staff interviews in a large Australian enabling program reveals how framing of the 'problem' of student success with the discursive institutional binary of equity (social justice) and excellence (neo-liberal) shapes teaching practices and teacher subjectivity. We argue that to enhance teaching quality and ensure all members of the academy feel valued and legitimate CPD opportunities must include all staff. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176495179 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13562517.2022.2049743 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1023 Subjects: – SubjectFull: Educational innovations Type: general – SubjectFull: Professional education Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Higher education administration Type: general – SubjectFull: Social justice Type: general Titles: – TitleFull: Reframing the 'illegitimate' academic: the critical role of professional development for sessional staff. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hattam, Sarah Kate – PersonEntity: Name: NameFull: Weiler, Tanya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 13562517 Numbering: – Type: volume Value: 29 – Type: issue Value: 4 Titles: – TitleFull: Teaching in Higher Education Type: main |
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