This study departs in the question; what subjectivities are allowed in Academia? As others, we argue that the neo-liberal restructuring process of higher education has given certain discourses and subjectivities legitimacy. We analyze how this process has affected the conditions of making subjectivities, e.g. becoming different, how academics move and try to be productive. From our point of view nomadology (Braidotti, 1994, 2002 a, Deleuze & Guattari, 2004) may be an interesting teoretical departure in order to analyse how junior researcher in academia, in the field of education, negotiate subject positions, make choices and shape their academic career. We argue that career is a process of transit, where researchers move, from place to place, in order to become a researcher. We work in line with Deleuze & Guattari (2004; Colebrook, 2010) and Braidotti (1994, 2002) concept of nomadology, which offers a way to analyze and understand how young researchers negotiate subject positions and shape their academic career. However, we do not use nomadology in a rigorous way, but as Rajchman (2000) describes as a map of connection. A connection with other possibilities: ... making visible problems for which there exists no program, no plan, no "collective agency (Rajchman, 2000, p.8). Rajchman (2000) points out the importance of not individualize the individual and instead try to look beyond the taken for granted social representation, that emerges from the informants' stories. The reserachers in this study are seen as: ... the tellers of experience, but every time telling is constrained, partial, and Determined by the discourses and histories That prefigure, even as They Might promise, representation (Britzman, 1995, p 232). Our "nomadic toolbox" therefore consists of the concepts of desire and becoming, nomadic subject position, the minority in becoming and deterritorialization.

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