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

, Department of Education, United Kingdom ; , University of Oxford, United Kingdom ; , , University of Strathclyde, United Kingdom

TATE Volume 40, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Ellis, V., McNicholl, J., Blake, A. & McNally, J. (2014). Academic work and proletarianisation: A study of higher education-based teacher educators. Teaching and Teacher Education: An International Journal of Research and Studies, 40(1), 33-43. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.01.008

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