Abstract
In this article, we explore the concept of belonging and its utility as a means for understanding academics’ experiences of working in the academy. Transformative changes have reorientated academic work in recent years and continue to do so as we grapple with what it means to work and live in a post-digital, post-covid, world. We engage a collective biography methodology to highlight the embodied spatial-material assemblages in which belonging can be (un)made, the ways in which belonging may stick, slip and slide, as well how we might support colleagues to deal with the fragility and fluidity of academic work. Collectively, we sketch a portrait of the currents, spaces and relations of belonging that sit uncomfortably alongside common conceptions of belonging as linear, or as an internal, individual, emotion. This study therefore offers new possibilities for enhanced understandings of belonging as mobile, flickering and processual, that are generative within education and beyond.
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