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Beyond the Academic Gateway


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Table of Contents



Section 1: The Review of Literature

1. Are We There Yet? Understanding the Meanings of Tenure

Manu Sharma

Section 2: Reflecting on the Tenure Journey: The Individual and the Institutional

2. Of Joys and Sorrows: Lessons Learned in Applying for Tenure and Promotion

Carmen Rodriguez de France

3. Starting From Scratch After Tenure to Run a New Lab in France

Margarida Romero

4. Transitioning to the Academic Tenure-Track at Mid-Career:
Exploring Adaptive Responses Through the Lenses of Resilience, Grieving, and Institutional Logics

Peter Milley

5. Tenured Life: Rhythms, Time, and Energy

Cecile Badenhorst

6. Women Reflect on Remaining an Academic: Challenges and Supports

S. Penney, G. Young, C. Badenhorst, H. McLeod, S. Moore, and S. Pickett

Section 3: Reflecting on the Tenure Journey: The Systemic and Institutional

7. For Academy's Sake: A Former Practitioner Settles in Academe

Lloyd Kornelsen

8 Indigenous Scholarship: What Really Matters and to Whom?

Onowa McIvor and Trish Rosborough

9. Establishing Balance to Define a New Normal

Timothy M. Sibbald

10. The Mid-Career Indigenous Scholar: Navigating the Institutional Confluence of Indigeneity and Academia in Post-Tenure-Track

Frank Deer

11. An Incredible Journey: Passing Through the Gateway

Victoria (Tory) Handford

12. Potholes and Possibilities: Pursuing Academic Interests in the Era of the Corporate University

Greg Ogilvie

Section 4: Reflecting on the Tenure Journey: The Personal and Individual

13. Finding Energy From "Productive Anguish": Avoiding Descents into Tenure-Track Darkness

Lyle Hamm

14. Relationships, Associations, and Authority

Lee Anne Block

15. It's Not Me, It's the Process

Kathy Snow

16. Jill Revisited-Still Struggling With Mental Illness Within Academia Post-Tenure

Joan M. Chambers

17. In the Trenches

Greg Rickwood

18. Who Am I? Professional Identity on the Path to Tenure

Cam Cobb




About the Author

Timothy M. Sibbald is Associate Professor in the Schulich School of Education at Nipissing University. His primary focus pertains to mathematics education. Among other topics, he has investigated reflective practices with a lens of teacher development.

On moving into academia, it seemed natural to extend that research to include the experience of teachers who move into the academy. He is, currently, the editor of The Gazette, a double blind peer reviewed math education publication for teachers produced by the Ontario Association of Mathematics Educators.

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