[GFD Event] Finding Belonging Beyond the CV: Teacher Identity Through Academic Community Engagement
Details
| Type | Lecture |
|---|---|
| Intended for | General public / Enrolled students / International students / Alumni / Companies / University students / Academic and Administrative Staff |
| Date(s) | January 23, 2025 12:15 — 13:00 |
| Location | Online |
| Venue | Online: Zoom |
| Capacity | 150 people |
| Entrance Fee | No charge |
| Registration Method | Advance registration required
Register here: |
| Registration Period | December 24, 2024 — January 23, 2025 |
| Contact | gfd-tokyo@adm.c.u-tokyo.ac.jp |
Finding Belonging Beyond the CV:
Teacher Identity Through Academic Community Engagement
Date: Thursday, January 23, 12:15-13:00 (JST)
Online: Zoom
Language: English
Speaker: Greg Dalziel
Abstract
In an era where academic work is increasingly measured through productivity metrics, professional associations and conferences are often framed primarily as venues for research dissemination and career advancement. Yet beneath this instrumental surface lies a rich ecosystem of volunteer engagement that sustains our academic communities. Drawing from my journey as a journal editor and conference participant with JALT (The Japan Association for Language Teaching), this talk explores how community engagement can nurture professional wellbeing and belonging, particularly for those navigating transitions in academic identity. Through examining the collaborative networks that support academic journals and conferences, I reflect on how volunteer participation creates spaces for authentic professional growth beyond traditional metrics. This personal narrative considers how embracing community involvement - even amid institutional pressures and precarity - can help us develop more sustainable and fulfilling academic identities. By reframing professional development through the lens of belonging and wellbeing, I invite us to consider how collective engagement might offer pathways to both personal growth and community sustainability in academic life.
