Robert SHAW, Newcastle University, United Kingdom
Matej BLAZEK, Newcastle University, United Kingdom
“the key temporal features of responsiveness result from… systemic scarcity of time” (Goetz, 2014, p.385)
As academics with student-support administrative roles, the covid-19 pandemic pushed our daily practice into a temporality of “responsiveness”. By this we mean that our practice was not one in which we had time or capacity to imagine better ways of teaching, of designing modules, or of supporting students; rather, we were pushed into simply responding to the latest crisis, occurrence, or concern, mitigating damage or anticipating complaints, rather than producing something novel. Yet reflecting over a longer-term, we have been in responsive mode to a series of other ‘slow emergencies’ (Anderson et. al. 2020), such as precarity, marketization, governmental focus on metrics, racial and gendered inequalities in the academy, that have been operating over a longer time. This paper first reflects on how those responsive temporalities have emerged gradually in response to slow emergencies, and then rapidly in response to covid-19. We then finish with a series of alternative temporalities of student support, and identify examples as to how these uchronic temporalities can be found tentatively embedded in moments of our current academic practice.
Mots clés : education|student support|crisis|covid-19|uchronia
A102795RS