This article is based on research undertaken as part of a project designed to promote support for part-time teachers in sociology. Contemporary changes in higher education are the backdrop for suggesting that a reflexive sociology should scrutinise itself, including the conditions and experiences of part-time teachers in their own department. Empirical data raises issues about the implications of the working conditions of part-time teachers for the formation of sociology as a discipline in the current higher education system, and for the formation of an individual's professional identity.
Abbas, A., & McLean, M. (2001). Becoming sociologists: professional identity for part-time teachers of university sociology. British Journal of Sociology of Education, 22(3), 339-352. https://doi.org/10.1080/01425690120067962