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Early-career anthropologists: Vocation and occupation
in Learning and Teaching
In 2004, Susan Brin Hyatt reported from a roundtable session organised by the American Anthropological Association ‘a dispiriting picture of academic life in the early years of the 21st century’, due to, amongst other things, ‘the casualization of the academic workforce’ (Hyatt 2004: 25–26). Less than a decade later, Joëlle Fanghanel notes that the ‘increased casualization of academic staff [has] significantly affected the evolution of academic work and working patterns’ (2012: 5). Casualisation takes different forms in different academic contexts, from the ‘adjunctification’ of teaching in the U.S.A. to precarious grant-funded postdoc positions common in Europe and the U.K. and the efforts to introduce other forms of temporary academic employment in New Zealand (Shore and Davidson 2014) and Australia (Barcan 2014). Seeking to contribute to these and other current discussions on the future of research and higher education in the era of privatisation and funding cuts, Hana Cervinkova and Karolina Follis convened the panel Anthropology as a Vocation and Occupation, held on 3 August 2014 at the 13th Biennial Conference of the European Association of Social Anthropologists (EASA) in Tallinn, Estonia.
Learning and Teaching
The International Journal of Higher Education in the Social Sciences
