Abstract
This article is based on research undertaken as part of a project designed to promote support for part-time teachers in sociology. Contemporary changes in higher education are the backdrop for suggesting that a reflexive sociology should scrutinise itself, including the conditions and experiences of part-time teachers in their own department. Empirical data raises issues about the implications of the working conditions of part-time teachers for the formation of sociology as a discipline in the current higher education system, and for the formation of an individual's professional identity.
| Original language | English |
|---|---|
| Pages (from-to) | 339-352 |
| Number of pages | 13 |
| Journal | British Journal of Sociology of Education |
| Volume | 22 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2001 |
Funding
The authrs weowould not have been able to clolt ethe evidcence for this paper without the resources of the Higher Education Funding Council’s Funding for the Development of Tchineg anad Learning. They are grateful frothe support of our cogulels eon thae ‘Suppt foor Parrt-time Teachers of Sociology’: Graham Gibbs and Clive Pearns, Coentre for Higher Education Practice, Open University and to Richard Blackwell, Training and Staff Development Unit, Nottingham University. The authors are also grateful to Jenny Ozga, Education Department, Keele University and to Jeanette Edwards and Nick Lee, Sociology and Social Anthropology Department, Keele University for their helpful coments on mdrtsaothiffs paper.
Keywords
- part-time teachers
- profesional identity
- actor-network theory
ASJC Scopus subject areas
- Education
- Sociology and Political Science
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