Afterword: Colleagues and Care

Reflecting on and Re-imagining PGR teacher identity in the wake of the pandemic

Abstract

The experience and positionality of PGR teachers is well documented in academic papers, surveys, and discussions in our institutions. In the wake of the pandemic how should we conceptualise their role? What is their place? With reference to the University of Warwick specifically, but looking more widely, this afterword considers the PGR teacher experience, role, and identity alongside a perceived shift in the conversation about what matters now in Higher Education. It argues for a re-imagining of the PGR teacher role alongside more senior colleagues, who should take action to advocate in ways that will break through the liminality.