Measuring Alienation among College Teachers

Rao, C. R.; Ramana, V. Ventkata

doi:10.1177/0038022919860103

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…Among the very few studies conducted on teacher alienation in the Indian context, powerlessness, meaninglessness, and isolation were found as the most significant dimensions with powerlessness appearing almost indistinguishable from the overall notion of alienation. It has been further analyzed that alienation is negatively associated with professional commitment among college teachers ( Rao and Ramana, 1986 ). Much of the alienation in the contemporary setup can be attributed to the impersonal social relationships created by the predominant political economy (Kalekin-Fishman and Langman, 2015).…”

Section: Introductionmentioning

confidence: 99%

Am I audible? Teacher’s alienation with online teaching

Dar

2022

Power and Education

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Using qualitative data, this article unleashes the narratives of teachers ( n = 20), engaged in the universities and colleges of Kashmir, about synchronous online teaching. Their narratives were replete with a range of negative emotions regarding the pedagogical, political and personal domains of online teaching. These negative emotions have been broadly framed within the notion of teacher alienation. Four predominant themes: “ am I audible?”; “ Lack of proximity”; “ Talking with the walls”; and “ it is just a formality” emerged from the data. Conversely, they highlight the constitutive features of real classrooms lacking in online teaching, such as control, proximity, attention, and authenticity. The article treats these feelings as significant to teacher alienation in online teaching. These themes reflect lived dimensions of online teaching confronted during the top-down implementation of online classes during the recent crises situation. This adds to the theory of teacher alienation and identifies the pedagogical bottlenecks in online teaching.

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Section: Introductionmentioning

confidence: 99%

Am I audible? Teacher’s alienation with online teaching

Dar

2022

Power and Education

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Alienation: A laughing matter

Mauldin

2008

Humor - International Journal of Humor Research

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A previously ignored method of assessing relative levels of alienation is the content analysis of work jokes exchanged in different venues. This study uses quantitative content analysis to code 1,085 joke-texts collected from ten job-sites and from the Internet. Using past measurements of powerlessness, meaninglessness, social isolation, and self-estrangement, the author develops a content protocol that is consistent with popular alienation indexes. Past methods for assessing both the functions of humor and the concept of alienation are criticized as tautologies, and null-categories for the social-psychological aspects of alienation (empowerment, understanding, social integration, and self-actualization) are introduced and critically examined. Research expectations are developed, and evaluations of predictions are made by comparing the proportion of jokes between the data sets within each of the conceptual categories. Jokes posted to the Internet are found to have more expressions of alienation in each of the social-psychological aspects except meaninglessness, which was slightly higher for entry-level service workers. The study concludes that the content analysis of jokes may prove to be a more direct way of accessing group sentiment than the study of either individual sentiment or the social structure of work.

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Measuring Alienation among College Teachers

Cited by 2 publications

References 5 publications

Am I audible? Teacher’s alienation with online teaching

Am I audible? Teacher’s alienation with online teaching

Alienation: A laughing matter

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