Special Issue Call for Papers | The Timescapes of Teaching in Higher Education
Time and change have become significant yet taken-for-granted discourses across globalised, diversified and corporatised higher education (HE) landscapes. Contemporary HE is characterized by a precarious uncertainty, increasingly driven by strong narratives of anticipated futures. Anticipated change in the present and the future is projected onto the institutional and individual investments, risks, promises and possibilities that higher education presents at multiple levels and in a range of contexts. However, the inequalities that underpin different future-oriented investments in higher education are often made invisible by the logic of making the ‘right’ (calculated and rational) choices and ‘effectively’ managing time and change in the present (this plays out differently in different contexts). Despite the centrality of time in the (re)framing and restructuring of an imagined contemporary higher education landscape, there has been limited consideration given to conceptualizing time in HE research. The dearth of research on higher education that foregrounds questions of time tends in itself to assist in the taken-for-granted ‘business-as-usual’ or TINA (there is no alternative) effect, reproducing particular spatio-temporal structures, practices, embodiments and investments. This Special Issue theorises, critiques and extends concepts and discourses of time to examine change and innovation in higher education, re/imaginings of past and future and the emergent and changing forms of pedagogical practice and experience being generated in particular contexts.
Adam’s concept of timescapes (1998; 54) is powerful for evoking and extending the imagery of landscapes, enabling an understanding of time as entwined with space, conceptually drawn and constituted experientially. Space-time is deeply relational, contextual and experiential, forming overarching narratives of higher education, its purpose and its future. As these then become in/visibilised and subsumed, in various ways and in different contexts, into hegemonic discourses of individual responsibility and choice, new temporal framings must then be carefully re-negotiated and self-managed by students and teachers. The papers in this Special Issue thus draw on theoretical and empirical contributions to examine intersecting pressures and [im]possibilities across different ‘timescapes’ in higher education.
This forthcoming special issue of Teaching in Higher Education will explore higher education in times of change, inviting papers that contribute to understanding how time is conceptualised and/or experienced in higher education, the impact of this on teaching and learning practices and identities and how discourses of the ‘management’ of time and change shapes and constrains policies and imagined possibilities. This call for papers is wide-ranging and the following list of possible questions is intended to be indicative rather than prescriptive – we will consider any contribution addressing issues of time in higher education as they relate to broader pedagogical challenges and uncertainties:
Abstracts should be submitted online here. We expect to inform successful authors in July 2019, with a provisional submission date for full papers of 30th October 2019. The special issue will be published in April 2020.
Co-editors: Penny Jane Burke (University of Newcastle, NSW, Australia) and Catherine Manathunga (University of the Sunshine Coast, Australia)
Adam B (1998). Timescapes of modernity: the Environment and Invisible Hazards. London: Routledge.
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