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.
Karolina S. Follis and Christian R. Rogler
Thinking inside the boxes
crisis of confidence in educational standards brought about, at least in part, by increasing fiscal constraints placed on universities, attendant casualisation of staffing and quality assurance and risk auditing. For some time, universities across the
Participating in and Witnessing Fair Trade and Women’s Empowerment in Transnational Communities of Practice
widespread, they never brought these up in front of fair trade enthusiasts, who were equated with management. There was absolute silence on the issues of wages, overtime work, casualisation of workers, water shortages and inadequate medical facilities that
academic labour (through casualisation, performance-based employment and the abolition of academic tenure), pedagogical relationships (with the legal redefinition of students as both capital and consumers), research infrastructure (through the