Cover

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Half Title, Title Page, Copyright, About the Cover Photo

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Table of Contents

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pp. vii-viii

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Acknowledgements

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pp. ix-x

Like many authors in this collection, the editors have prior experience in the field of education. Perhaps unusually, they also have significant experience writing reports. However, while such experiences can aid the process of proposing, editing, and seeing a book through to completion, they do not necessarily open the doors within academic publishing. ...

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Introduction

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pp. 1-10

Joining academia in a tenure-track role affects all aspects of one’s life. It is not clear, in advance, how it will develop for an individual, and information about the experience is scarce. Within the academy there are many different departments and areas of expertise where one can hold a tenure-track role. ...

Section I

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Editors’ Preface—Late Tenure-Track

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pp. 13-16

The late tenure-track authors have two-and-a-half to five years of experience in academia. They have developed the role, and become more focused. The process of changing institutional settings is no longer emphasized because it is part of the story; it is integrated into a longer journey if it is mentioned at all. ...

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Chapter 1: On the Tenure-Track: Navigating Research, Teaching, and Service Responsibilities in a U15 Institution

Frank Deer

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pp. 17-28

In July of 2009, I accepted a tenure-track position as assistant professor in the University of Manitoba’s Faculty of Education. This position, in the Department of Curriculum, Teaching and Learning, was intended to develop the faculty’s capacity in the area of Indigenous education. ...

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Chapter 2: Meet Jill—She Fell Down the Hill but Came Back up Again: Struggling With Mental Illness While on the Path to Tenure

Joan M. Chambers

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pp. 29-40

This is my story of becoming an academic. My story is not unlike the story of Jack and Jill, minus the Jack. I’m Jill. I fell down a hill, but I came back up again. It is not an easy story for me to tell because it reveals the truth of me for all to see: the vulnerable me. Though my story reflects who I am, my personal experiences, ...

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Chapter 3: Re-Locating: Moving Between the Field and the University

Lee Anne Block

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pp. 41-50

I completed my dissertation, Locating social justice issues in middle years classrooms: Not all pumpkins are orange (Block, 2006), and received my PhD in December 2006. I was 54 years old and had taught in the public-school system for 20 years. In 2010, I was appointed to a tenure-track position at the University of Winnipeg’s Faculty of Education. ...

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Chapter 4: Belonging Differently: Immigration, Identity, and Tenure-Track

Cecile Badenhorst

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pp. 51-62

In 2011, I accepted a tenure-track position in the Faculty of Education at a university in an Atlantic province in Canada. This was not my first academic appointment. I had worked previously in South Africa at one of the country’s most prestigious universities. The narrative that follows is an account of my experience as an immigrant or international scholar. ...

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Chapter 5: The Three-Headed Monster

Greg Rickwood

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pp. 63-72

Stepping away from a secure, secondary teaching career into the unknown world of tenure-track refuted my better judgment. However, after 14 years as a secondary-school teacher and administrator, I believed that post-secondary education was where I needed to be, and it was where I could make the biggest difference for Ontario’s next generation of students and teachers. ...

Section II

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Editors’ Preface—Tenure-Track Collaboration

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pp. 75-78

The collaboration section highlights colleagues who have chosen to write a chapter together because they have some sort of cooperative relationship with each other. In terms of the organization of the sections of this book, the chapters in the collaborative section represent a mixture of more and less experienced voices. ...

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Chapter 6: Women Reflect on Becoming an Academic: Challenges and Supports

Memorial’s Education Writing Group

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pp. 79-92

Little research has been conducted regarding faculty members who have had a previous professional career. Some researchers have addressed moving from practitioner to academic careers (see Crane, O’Hern, & Lawler, 2009; Fogg, 2002; LaRocco & Bruns, 2006), reporting that individuals who have been in practice may be at a disadvantage ...

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Chapter 7: I Think You Are Ambivalent: The Realities of Indigenous Scholarship in Mainstream Universities

Onowa McIvor, María del Carmen Rodríguez de France, Trish Rosborough

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pp. 93-110

Indigenous academics have been increasingly engaged in mainstream universities over the past 25 years, and in the last 10 years a growing number of these academics have begun writing about these experiences. Within these stories and reflections, across disciplines, commonalities emerge. ...

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Chapter 8: A Dynamic Duet: Fluid Mentorship and Holistic Co-Teaching

Manu Sharma, Cam Cobb

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pp. 111-126

It was Monday, September 20, 2010. Up to the previous week I had been teaching with the Toronto District School Board (TDSB). Three months after graduating with my PhD, I was hired as a tenure-track professor at the University of Windsor. It was a whole new career. ...

Section III

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Editors’ Preface—Mid-Tenure-Track

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pp. 129-132

The mid-tenure-track section includes authors who are beyond their first year of tenure-track but have less than two years of experience. As such, they are becoming familiar with institutional norms but have not yet applied for tenure. Even though the application for tenure is one or more years away, ...

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Chapter 9: Practitioner to Academic: A Composition of Transitions

Timothy M. Sibbald

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pp. 133-144

I was a professional high-school math teacher. Perfectly comfortable and established in my role, although not without occasionally bemoaning having lived in the same city for twenty years and, perhaps, being fed up with it. The search for an academic role also followed the growth of children and an imminent stage with an empty nest (Sibbald, 2017). ...

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Chapter 10: Surviving and Thriving in the First Years of Tenure-Track: A Journey Through France, Spain, and Québec

Margarida Romero

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pp. 145-158

This chapter is a personal journey of my early years of tenure-track. It has had both good and difficult episodes; such is (academic) life! The first years of my academic life have been a roller coaster, where the best and worst have often overlapped. My journey started in 2003, when I decided to devote myself to research, ...

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Chapter 11: For Academy’s Sake: A Former Practitioner’s Search for Scholarly Relevance

Lloyd Kornelsen

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pp. 159-178

In July 2013, six months after successfully defending my PhD dissertation, I applied for, was offered, and accepted a tenure-track position as an assistant professor in the Faculty of Education, University of Winnipeg. At the time, I was teaching at a high-school affiliated with the University of Winnipeg and had earned tenure at the high school. ...

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Chapter 12: Transitioning to the Academic Tenure-Track at Mid-Career: Exploring Adaptive and Maladaptive Responses to Challenges and Adversity

Peter Milley

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pp. 179-196

From outside the academy, the job of a professor looks rewarding and privileged. Few other occupations offer similar levels of autonomy, incentives for deep inquiry, occasions for interacting with people who are deeply committed to their work, and opportunities for facilitating the growth of others. ...

Section IV

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Editors’ Preface—Early Tenure-Track

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pp. 199-202

The early years of tenure-track are a phase where prior experiences are fresh and still inform approaches to the new role and circumstances; it is common to rely on formerly effective strategies for sorting out what will work in the new situation. In view of this, it may not be surprising when one finds connections to experiences that led to tenure-track. ...

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Chapter 13: From There to Here

Victoria (Tory) Handford

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pp. 203-216

That was the end of the phone call with the job offer. By coincidence, my thesis advisor and his spouse were sitting in my dining room with my family. I didn’t tell anyone what the phone call was—perhaps an indication of my apprehension. It was the next day before I shared with my spouse and my children that I had been offered the position. ...

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Chapter 14: The “Ten-Year Road” to Tenure: A Personal Narrative of the Beginning Phases of the Journey

Greg Ogilvie

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pp. 217-232

Achieving tenure is one of the key landmarks in a scholar’s career, as it is the pre-eminent marker of legitimacy for long-term employment by a university. In July 2014, I formally began the journey towards achieving tenure when I was hired as an assistant professor in the Faculty of Education at the University of Lethbridge. ...

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Chapter 15: Professor, Student, Mother: Can You Have It All?

Kathy Snow

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pp. 233-248

Initially, teaching sounds like an easy career, with summers off and a work-day that often ends mid-afternoon. However, as every teacher will tell you, you don’t survive in teaching very long if you are in it for the vacations. Ironically, though I knew better, I applied this thinking to my new life as a professor. ...

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Chapter 16: Just Today and Just Tomorrow: Building Capacity on the Tenure-Track in New Brunswick

Lyle Hamm

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pp. 249-264

It is 9:30 a.m., August 5, 2013 … I am walking around the faculty looking for my new colleagues who I have been hired to work with, learn from, and support where I am able. At least, that is my objective. I have decided that I will engage them as opposed to waiting for them to interact with me. I know very little about how a Faculty of Education operates, ...

Conclusion: Tenure-Track Advice

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pp. 265-272

Contributors

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pp. 273-280

Index

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pp. 281-285

Series Page

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Back Cover

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