ABSTRACT

This article explores the academic identities of college educators of higher education in vocational institutions. Qualitative semi-structured interviews generated data from eleven educators in five vocational education institutions. Discourse analysis revealed that educators distinguished their vocational institutions’ contributions to HE as different, but equal or superior to those of universities. Educators presented their culture and practices in advantageous ways, contrasted against imagined stereotypes of university experiences, which are perceived to be deficient for supporting the types of students they teach. In adopting academic identities that distinguish their cultures and practices from those presumed prevalent in universities, these educators seek parity of esteem with universities through distinctiveness, and reject research-focused academic identities and academic drift. In embracing teacherly identities supporting students rather than the research-teaching nexus, educators may be contributing to the ‘therapeutic turn’, diminishing opportunities for students, and furthering the vertical stratification of institutions within the Australian HE space.

摘要

本文探讨了职业院校高等教育院校教育者的学术身份。定性半结构化访谈从 5 家职业教育机构的 11 名教育工作者中生成数据。话语分析表明，教育工作者将他们的职业院校对高等教育的贡献区分为与大学不同，但等于或优于大学。教育者以有利的方式展示他们的文化和实践，与想象中的大学经历的刻板印象形成对比，这些刻板印象被认为不足以支持他们所教授的学生类型。在采用将他们的文化和实践与大学中普遍存在的文化和实践区分开来的学术身份时，这些教育工作者通过独特性寻求与大学同等的尊重，并拒绝以研究为中心的学术身份和学术漂移。在拥抱支持学生的教师身份而不是研究教学关系时，教育工作者可能会促成“治疗转向”，减少学生的机会，并进一步促进澳大利亚高等教育空间内机构的垂直分层。