Beyond the Academic Gateway

Looking back on the Tenure-Track Journey

de Timothy Sibbald (éditeur), Victoria Handford (éditeur), Cecile Badenhorst (contributions), Lee Anne Block (contributions), Joan Chambers (contributions), Cam Cobb (contributions), Frank Deer (contributions), Lyle Hamm (contributions), Lloyd Kornelsen (contributions), Onowa McIvor (contributions), Heather McLeod (contributions), Peter Milley (contributions), Sylvia Moore (contributions), Greg Ogilvie (contributions), Sharon Penney (contributions), Sarah Pickett (contributions), Gregory Rickwood (contributions), Maria del Carmen Rodriguez (contributions), Margarida Romero (contributions), Patricia Rosborough (contributions), Manu Sharma (contributions), Kathy Snow (contributions), Gabrielle Young (contributions)

Maison d'édition : University of Ottawa Press

septembre 2020

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Résumé

Tenure is a pivotal decision for the academy. If it is earned, it provides security and permanence, creating further academic freedom to pursue research and interests important to the institution and to society. If it is not earned, then the peer review process provides clarification for why it has not been earned. This book brings together lived experiences of academics around the time of the tenure decision. While the book is stand-alone, it has the same collection of authors who wrote about their tenure-track experiences in The Academic Gateway, making the pair of books a remarkable longitudinal collection.

The authors explore the complex relationship between academics, the academy as an ideal, and universities as an enactment of that ideal. Personal growth is evident and shows diversity of experience, as the maturing relationships with the role and workplace unfurl. Where tenure track is a very personal journey, the period around tenure is necessarily a form of engagement with peers. Yet it has challenges, particularly in a milieu where academic freedom is being nurtured. Individual authors negotiate their choices between their personal objectives and institutional mandates and policies. Simultaneously, after years in the tenure-track, they continue to be evolving as academics, whether through personal growth or by seeking changes in the academy itself.

Published in English.

Auteur

Timothy Sibbald (Edité par)

Timothy M. Sibbald is Associate Professor in the Schulich School of Education at Nipissing University. His primary focus pertains to mathematics education. He is the editor of The Gazette, a math education publication for teachers produced by the Ontario Association of Mathematics Educators.
Victoria Handford (Edité par)

Victoria Handford is Associate Professor in the Faculty of Education and Social Work at Thompson Rivers University. She is also the Coordinator of Graduate Programs. Her research interests include school, and school district leadership, and trust.
Cecile Badenhorst (Contributions de)

Cecile Badenhorst is Assistant Professor in the Faculty of Education in the Adult/Post-Secondary programs at Memorial University. She teaches courses on academic literacies and adult teaching. She has published three books in this area: Research Writing (2007), Dissertation Writing (2008), and Productive Writing (2010).
Lee Anne Block (Contributions de)

Lee Anne Block is a teacher educator at the University of Winnipeg. Her research and teaching are focused on how we name and engage with difference in educational locations and on cultural sustainability. She recently completed Gandhi, Globalization and Earth Democracy, a course on sustainability with Vandana Shiva, in residence at Navdanya, India. For twenty years, she was a classroom teacher in Winnipeg.
Joan Chambers (Contributions de)

Joan M. Chambers is a professor in the Faculty of Education at Lakehead University. She teaches elementary science and environmental education to teacher candidates in the BEd program. In the graduate program, Joan teaches introductory and qualitative research-methods courses; science, technology, society, and environment (STSE); and science curriculum.
Cam Cobb (Contributions de)

Cam Cobb teaches in the Faculty of Education and Academic Development at the University of Windsor. His research focuses on such topics as social-justice issues in special education, co-teaching in adult-learning contexts, and narrative pedagogy in the arts.
Frank Deer (Contributions de)

Frank Deer is an Assistant Professor and current Director of Indigenous Initiatives in the Faculty of Education at the University of Manitoba. Frank holds an earned PhD in Educational Administration from the University of Saskatchewan and is published in the area of Indigenous education. Frank has been awarded funding from the Social Sciences and Humanities Research Council of Canada for his work in ancestral languages. He is the current President of the Canadian Association for the Study of Indigenous Education.
Lyle Hamm (Contributions de)

Lyle Hamm is an Assistant Professor in Educational Administration and Leadership at the University of New Brunswick. He teaches face-to-face, online, and blended pedagogy courses in teacher supervision, educational theory, school culture, leadership theory and leadership in culturally diverse schools. His research, broadly speaking, focuses on the impact of demographic change on teachers, students, administrators, schools, and community members. In 2015, he was presented with the Allan P. Stuart Award for Excellence in Teaching at UNB.
Lloyd Kornelsen (Contributions de)

Lloyd Kornelsen has worked in the field of education for the past 28 years, primarily as a high-school social-studies teacher. His recently published book, Stories of transformation: Memories of a global citizenship practicum, is based on research for which he was awarded the Manitoba Education Research Network award for outstanding achievement in education research. Currently, Lloyd is as a member of the Faculty of Education and Director of the Global EducationProject at the University of Winnipeg.
Margarida Romero (Contributions de)

Margarida Romero est professeure à l'Université de Nice, directrice du Laboratoire d'innovation et numérique pour l'éducation (LINE).