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Higher education teachers’ roles and identities are constantly shifting in response to contextual change. Pedagogy, values, and professional and personal narratives of self are all affected, particularly by technological change. This paper explores the role and identity shifts of academics during the introduction of large-class videoconferencing. Their experiences of personal and pedagogical ‘doing’ and ‘being’ demonstrate how ambiguity of role, non-alignment of values with practice realities and unanticipated disruption of self-representation are variably resolved by individuals. The findings suggest that successfully negotiating identity shifts may be essential for coherent personal and professional narratives, while lack of a collective response to contextual change may explain why academic teacher identity challenges are overlooked at the institutional level. We recommend identification, discussion, and alignment of institutional, professional, and personal pedagogical goals prior to contextual change. [ABSTRACT FROM AUTHOR]

This paper investigates how the drastic educational reforms during the Communist period changed the effects of family background on education in China, in comparison to other nations. Data are from the Life Histories and Social Change in Contemporary China survey and the World Inequality Study; N=130,109 in 28 societies. Since World War 11, the mean number of years of education in China paralleled, at a lower level, the rises in Eastern European Communist countries and in Western market economies. Multi-level regression analysis shows that China's educational level is not higher than would be predicted on the basis of worldwide patterns linking education to g d p and family background. Overall, the drastic educational reforms of the Communist period do not seem to have raised educational attainments, contrary to the Rousseau/Marx understanding of the primacy of private property as a generator of social inequality. [ABSTRACT FROM AUTHOR]