Taxi Professors: Academic Labour in Chile, a Critical-Practical Response to the Politics of Worker Identity

Simbürger, Elisabeth; Neary, Mike

doi:10.14288/workplace.v0i28.186212

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Por otro lado, la diversificación institucional que acompañó a la expansión en la ES produjo la existencia de centros educacionales que no aseguran educación de calidad. Así, quienes ejercen la profesión académica se insertan en un escenario de incertidumbre, con cada vez mayor flexibilidad laboral e incluso precarización (Simbürger & Neary 2016). Las políticas neoliberales implementadas en la ES se combinan con una situación de precariedad laboral, lo que genera una crisis de sentido de la universidad (Alves 2019).…”

Section: Resultados Y Discusión Universidad Y Academia: Mercantilizac...unclassified

“…En otro ámbito, Bernasconi (2010) distingue tres grupos dentro de una estratificación de la profesión académica en Chile: quienes gozan de mayor prestigio y remuneración son los investigadores; luego están los docentes dedicados a tiempo completo a la enseñanza; finalmente, en la base de la pirámide se encuentran los profesionales que trabajan algunas horas en la universidad bajo contrato a honorarios. Estos últimos, apodados profesores taxi, constituyen la fuerza de trabajo más precarizada de la academia (Simbürger & Neary 2016).…”

Section: Resultados Y Discusión Universidad Y Academia: Mercantilizac...unclassified

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La Universidad Y La Profesión Académica Ante La Crisis Sociopolítica en Chile: Aportes Desde Los Feminismos

2022

CHAKIÑAN

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La crisis sociocultural y económica de octubre de 2019 en Chile, profundizada por la pandemia del COVID-19, ha develado una serie de discriminaciones e inequidades sociales en el ejercicio de la profesión académica, que afectan con mayor fuerza a las mujeres. Lo anterior, interpela a repensar modelos alternativos de hacer academia y construir conocimiento, considerando la posición que ocupan estas y sus conceptualizaciones en el espacio universitario, cuestión que cobra especial relevancia en la excepcional coyuntura constitucional, si se busca resolver las problemáticas de la sociedad actual. Así, el objetivo de este artículo es reflexionar en torno a la situación de las mujeres en la educación superior y a los aportes teóricos de los feminismos ante la crisis de sentido de la academia en el contexto neoliberal. Bajo una lectura crítica-reflexiva de fuentes secundarias, enmarcada en una epistemología feminista, se construye el texto desde una estructura global de ensayo argumentativo. Se concluye que existen diversos aportes teórico-prácticos de los feminismos con potencial transformador, en tanto herramientas conceptuales que permiten comprender y hacer frente a la crisis de la universidad y del neoliberalismo, por lo que resulta urgente promover una plena igualdad de género en el espacio académico.

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Section: Resultados Y Discusión Universidad Y Academia: Mercantilizac...unclassified

La Universidad Y La Profesión Académica Ante La Crisis Sociopolítica en Chile: Aportes Desde Los Feminismos

2022

CHAKIÑAN

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“…Such contract work is typical among Chilean private HE institutions which do not receive public funding, posing several challenges. Among teachers' employment challenges are uncertainty about their employment status, limited or no benefits and heavy teaching workloads, as they often juggle multiple teaching positions across different HE institutions to earn sufficient income (Simbürger and Neary, 2016).…”

Section: Context and Participantsmentioning

confidence: 99%

Lasting Effects: What the Post Pandemic Return to In-person Teaching Tells Us About the State of e-Learning and its Future Trajectory

Charbonneau-Gowdy,

Frenzel

2023

ECEL

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An outpouring of studies on the forced move to distance learning during the COVID-19 pandemic has revealed deep concerns with teaching and learning online. Yet, now that most learning is returning to pre-pandemic environments, it seems naive to assume that teachers and learners in these settings, are, or will ever be, the same. A deeper understanding of the impact of those online experiences on teachers and learners before, during and immediately after the pandemic can provide insight into how to move forward in our educational systems, where technology is increasingly implicated. The conceptual framework of the study was based on the three key features of contemporary e-learning theory: learner-centred, community-based, constructivist-driven. We mapped this framework against course design, teaching approach and the use of technology to conceptualize the conditions that existed in returning to in-person teaching in a blended learning setting. This framework uncovers the developments, constraints, openness, and fears of a group of Higher Education (HE) EFL Chilean teachers in leading students into technology-enhanced, 21st century learning environments. A qualitative case study methodology was employed. Findings are based on written responses to an 8-item open questionnaire (n=32) and individual, oral-based (n=13) interviews along with field notes. Evidence of a significant advancement in digital literacy skills on the part of teachers, and indeed students was uncovered. Untypical in the Chilean educational context, a strong shift towards valuing more social constructivist teaching practices and an awareness of the importance of fostering relationship-building in learning ecologies, both in person and online, was also revealed. Changes attributed to both positive experiences online and reactions to negative ones, bode well for those long seeking a shift away from a traditional educational mindset that existed prior to the pandemic. At the same time, the findings that reveal hesitancy and in some cases fear of the rapidly encroaching new technologies, especially Artificial Intelligence (AI) tools, indicate that for some teachers the embrace of technology has its limits. We discuss both encouraging and more concerning results in terms of the insight they offer and their implications for further e-learning research and for educational stakeholders operating in increasingly technology-dependent learning spaces.

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How Knowledge Workers Think Generative AI Will (Not) Transform Their Industries

Woodruff,

Shelby,

Kelley

et al. 2024

Proceedings of the CHI Conference on Human Factors in Computing Systems

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Taxi Professors: Academic Labour in Chile, a Critical-Practical Response to the Politics of Worker Identity

Cited by 4 publications

References 27 publications

La Universidad Y La Profesión Académica Ante La Crisis Sociopolítica en Chile: Aportes Desde Los Feminismos

La Universidad Y La Profesión Académica Ante La Crisis Sociopolítica en Chile: Aportes Desde Los Feminismos

Lasting Effects: What the Post Pandemic Return to In-person Teaching Tells Us About the State of e-Learning and its Future Trajectory

How Knowledge Workers Think Generative AI Will (Not) Transform Their Industries

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