Giving voice to the voiceless
Suppression and censorship among lecturers
Bibliographic Data
| ID | 21494485 |
|---|---|
| Authors | Florence Hayles (Birmingham City University), Imran Mogra (0000-0002-1738-5678, Birmingham City University, corresponding author) |
| Year | 2026 |
| Volume | 52 |
| Issue | 1 |
| Pages | 221-224 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2558935 |
| OpenAlex | W4414148539 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
Our research explored the emotional experiences of Higher Education Lecturers (HELs) in Initial Teacher Training (ITT) in a post-1992 UK university. It is aligned with Leutwiler, Amorim-Riberio and Grandeiro’s (2024) perspective that recognising the emotional dimension is critical to understanding university educators’ professional lives. We uncovered the lived perceptions of emotional labour among lecturers who prepare trainees to teach children aged 3–11. This article presents the theme of suppression encapsulating references to intellectual censorship, persistent barriers and sustained well-being concerns
Censorship · Higher education · Perception · Professional development · Early Childhood Education and Development · Emotional Labor in Professions · Social Work Education and Practice
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |