Being in two camps: conflicting experiences for practice-based academics

Abstract

Academic practice is a variable activity with distinct disciplinary differences. In practice-based subject areas there is the added complication of being employed within the academy because of expertise in a professional practice outside the academy. This may appear to be an overtly straightforward relationship based on expertise, but for many practitioners who are employed to teach this is an uncomfortable relationship resulting in many part time practitioner tutors returning to practice, rather than maintaining their academic roles. This article explores the negative experience of relations between practice and teaching in the creative arts, in which aspects of identity as a teacher and a practitioner are threatened, leaving the individual in limbo between the two social practices. Analysis of the experience suggests that there are contextual factors that contribute to this feeling and these have relevance to other academic disciplines. The conclusion suggests that universities can have some influence in creating more positive relationships between essential components of academic practice in the university today.

Keywords:

• practitioner-tutors
• identity
• practice-based subjects