Rogers Bev, Swain Katharine
College of Education, Psychology and Social Work, Flinders University, Bedford Park, SA 5043 Australia.
Aust Educ Res. 2022;49(5):1045-1061. doi: 10.1007/s13384-021-00465-5. Epub 2021 Aug 4.
The experiences of academics caught up in the rise of teaching academic (TA) (teaching-only) roles in Australia, the UK, the USA, and Canada, are not well documented in the literature. This paper describes a recent university restructure that resulted in a significant increase in teaching-only positions being created. Despite the claims by the university that teaching-only roles demonstrate excellence and innovation in teaching, the actual experiences of TA in the last few years have highlighted a common finding of "the perceived low value of the TA role and confusion about what the role entails" (Bennett et al., 75:271-286, 2018, p. 271). We use a more local conception of regime of truth as a tool (Gore, 1993) for reflecting on possibilities for resistance and re-imagining how we might think about ourselves beyond 'second tier'. By understanding that a reconceptualisation of ourselves is simultaneously within a given regime but also outside of it, allowing for reading the regime and thinking about the production of that regime in ways that open up possibilities for creating a space for talking and sharing both research and teaching, which is also within the 'cultural web' of the university.
澳大利亚、英国、美国和加拿大教学型（仅从事教学）学术职位增加过程中学者们的经历，在文献中并未得到充分记载。本文描述了最近一次大学结构调整，此次调整导致仅从事教学的职位大幅增加。尽管大学宣称仅从事教学的职位体现了教学方面的卓越和创新，但近年来教学型学术人员的实际经历凸显了一个普遍现象，即“人们认为教学型学术人员的角色价值较低，且对该角色的职责存在困惑”（贝内特等人，《高等教育研究与发展》，第75卷，第271 - 286页，2018年，第271页）。我们运用一种更具本土特色的真理制度概念作为工具（戈尔，1993年），来思考抵制的可能性，并重新构想如何超越“二线”来认识自己。通过认识到对自我的重新概念化既处于既定的真理制度之中，又处于其之外，从而能够解读该制度，并思考该制度的形成方式，进而为创造一个用于交流和分享研究与教学的空间开辟可能性，而这个空间也处于大学的“文化网络”之中。
