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Doctoral students navigating the borderlands of academic teaching in an era of precarity

Rao, Namrata; Hosein, Anesa; Raaper, Rille

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Authors

Namrata Rao

Anesa Hosein



Abstract

Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral students in two English universities indicates that although they were navigating similar borderlands, the structural inequalities posed by their institutions led to differential support for their teaching roles and teacher identity development. The paper highlights the need for aligning doctoral roles to academic roles. It concludes by challenging the precarious support available for doctoral students, and proposes recommendations for the holistic development of doctoral students as competent and successful teachers (and researchers) in an increasingly precarious academia.

Citation

Rao, N., Hosein, A., & Raaper, R. (2021). Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education, 26(3), 454-470. https://doi.org/10.1080/13562517.2021.1892058

Journal Article Type Article
Acceptance Date Feb 15, 2021
Online Publication Date Mar 9, 2021
Publication Date 2021
Deposit Date Mar 9, 2021
Publicly Available Date Sep 9, 2022
Journal Teaching in Higher Education
Print ISSN 1356-2517
Electronic ISSN 1470-1294
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 26
Issue 3
Pages 454-470
DOI https://doi.org/10.1080/13562517.2021.1892058

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