Academic work and proletarianisation : a study of higher education-based teacher educators

Ellis, Viv and McNicholl, Jane and Blake, Allan and McNally, Jim (2014) Academic work and proletarianisation : a study of higher education-based teacher educators. Teaching and Teacher Education, 40. pp. 33-43. ISSN 0742-051X

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    Abstract

    This article reports on a one year, mixed methods study of 13 teacher educators at work in English and Scottish higher education institutions. Framed by cultural-historical activity theory, itself a development of a Marxian analysis of political economy, the research shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate capital (e.g. research publications, grants) and were proletarianised. The reasons for this stratification were complex but two factors were significant: first, the importance of maintaining relationships with schools in the name of ‘partnership’ teacher education; and, second, the historical cultures of teacher education in HE.

    ORCID iDs

    Ellis, Viv, McNicholl, Jane, Blake, Allan ORCID logoORCID: https://orcid.org/0000-0003-0262-2033 and McNally, Jim;
    • Item type:Article
      ID code:47017
      Dates:
      Date
      Event
      31 May 2014
      Published
      17 February 2014
      Published Online
      22 January 2014
      Accepted
      Notes:NOTICE: this is the author's version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, [VOL: 40 (01/05/2014)] DOI: 10.1016/j.tate.2014.01.008
      Keywords:teacher education, academic work, academic capitalism, proletarianisation, Education, Education
      Subjects:Education
      Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
      Depositing user: Pure Administrator
      Date deposited:28 Feb 2014 12:34
      Last modified:22 Nov 2021 01:49
      URI:https://strathprints.strath.ac.uk/id/eprint/47017
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