Early Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.

This book examines how the Calais Jungle posed and addressed the European Question. The issue of who and what counts as European was articulated through this makeshift camp. The book argues that the Jungle acquired meaning as a localised struggle to define territory, borders, rights and refugees in Europe. Henri Lefebvre's spatial triad is used as a framing device for analysis. Discourses of tropicality are shown to produce the Jungle in terms of a postcolonial space of exception. This representational space fused bodies and environment in racialised ways. Attention is then drawn to assemblages that gave rise to political subjectivity, which partially elided a Eurocentric prism of rights. Here, the book explores how a 'right to the jungle' was generated via relations between refugees, aid workers and material objects-constituting the Jungle as a space of representation. Finally, intimate life in, and beyond, the Jungle is examined as a spatial practice that contests the EU border regime.

Early Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.