Giving voice to the voiceless: suppression and censorship among lecturers

Florence Hayles; Imran Mogra

doi:10.1080/02607476.2025.2558935

Giving voice to the voiceless: suppression and censorship among lecturers

Florence Hayles, Imran Mogra

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	1-4
Number of pages	4
Journal	Journal of Education for Teaching
DOIs	https://doi.org/10.1080/02607476.2025.2558935
Publication status	Published (VoR) - 8 Sept 2025

Keywords

teacher
training
emotions
censorship
academic
well-being

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10.1080/02607476.2025.2558935Licence: CC BY-NC-ND

Cite this

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Giving voice to the voiceless: suppression and censorship among lecturers

Abstract

Keywords

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