A mismatch: Why non-tenured teachers are ill-prepared to deal with the perceived job insecurity of students in the humanities

Most of the instructional workforce within the humanities in countries like the United States, United Kingdom, Australia, and The Netherlands comprises non-tenure track appointments. This commentary is a starting point in thinking about what the meaning and consequences are of far-reaching casualiza...

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Bibliographic Details
Published inArts and humanities in higher education Vol. 22; no. 2; pp. 183 - 193
Main Author Crone, Vincent CA
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.04.2023
Subjects
Beginning Teachers
College Students
Discourse Analysis
Employment Potential
Humanities
Job Applicants
Job Security
Job Skills
Labor Market
Nontenured Faculty
Teacher Student Relationship
Early-career academics
humanities education
precariat
employability
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Summary:Most of the instructional workforce within the humanities in countries like the United States, United Kingdom, Australia, and The Netherlands comprises non-tenure track appointments. This commentary is a starting point in thinking about what the meaning and consequences are of far-reaching casualization for humanities education. Based on my experience as a supervisor of non-tenured early-career teachers in the humanities and on an international exploration of the position of the so-called precariat, I describe the competing, and perhaps irreconcilable, discourses on the importance of the humanities for society and the labour market which these non-tenured teachers must navigate. These discourses put especially non-tenured academics, who are themselves in a very precarious, in an even more disempowered space that is not only detrimental to these non-tenured teachers but also to the students who must learn to deal with perceived job insecurity.
ISSN:1474-0222
1741-265X
DOI:10.1177/14740222231156886