Theories and Practices
Edited By Diana Trebing and Ahmet Atay
chapter 2 Mentoring New Faculty in an Age of Neoliberalism
David H. Kahl, Jr.
New faculty face numerous challenges because neoliberalism has changed the landscape of higher education. After they complete graduate school and begin their first university appointments, new faculty often experience contrasting emotions. They feel a sense of accomplishment for finishing a rigorous graduate program and securing a position at a university. They also may experience a sense of excitement in moving to a new location, beginning their employment at a new institution of higher education, and general sense of elation about what is to come. These positive emotions, however, are increasingly overshadowed by negative emotions—emotions that evoke unease due to the neoliberal pressures placed upon the professoriate by social, cultural, governmental, and economic forces that are becoming increasingly deleterious for faculty. Neoliberalism has injurious influence on higher education and exacts pressure on all university faculty. However, neoliberalism presents greater challenges for new faculty because they have had little-to-no experience navigating them. They find themselves not only constrained by the persuasiveness of neoliberal practices but also experience feelings of isolation and lack of support regarding the challenges they face.
In this chapter, I will discuss critical communication pedagogy (CCP) as one possible framework to address problems that neoliberalism forces upon faculty. To do so, I will first discuss CCP and its relationship to the process of critical mentoring. Second, I will discuss how neoliberalism has changed university culture in ←35 | 36→ways that have led to the perilous position in which new faculty...
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