489
Views
5
CrossRef citations to date
0
Altmetric
Articles

Slow singularities for collective mattering: new material feminist praxis in the accelerated academy

ORCID Icon
Pages 255-272 | Received 28 May 2019, Accepted 11 Feb 2020, Published online: 05 Mar 2020

References

  • Acker, S., and A. Wagner. 2017. “Feminist Scholars Working Around the Neoliberal University.” Gender and Education. doi:10.1080/09540253.2017.1296117.
  • Ahmed, S. 2017. Living a Feminist Life. London: Duke University Press.
  • Alaimo, S. 2016. Exposed. Minneapolis, MI: University of Minnesota Press.
  • Alaimo, S., and S. Hekman, eds. 2008. Material Feminisms. Bloomington, IN: Indiana University Press.
  • Angervall, P., D. Beach, and J. Gustafsson. 2015. “The Unacknowledged Value of Female Academic Labour Power for Male Research Careers.” Higher Education Research & Development 34: 815–827. doi: 10.1080/07294360.2015.1011092
  • Bates, L. 2012. “The Everyday Sexism Project.” Accessed 12 March 2019. https://everydaysexism.com/about
  • Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. London: Duke University Press.
  • Bennett, J. 2010. Vibrant Matter: A Political Ecology of Things. London: Duke University Press.
  • Berg, L., E. Huijbens, and H. Larsen. 2016. “Producing Anxiety in the Neoliberal University.” The Canadian Geographer 60 (2): 168–180. doi: 10.1111/cag.12261
  • Black, A., G. Crimmins, and L. Henderson. 2017. “Reducing the Drag: Creating V Formations Through Slow Scholarship and Story.” In Producing Pleasure in the Contemporary University, edited by S. Riddle, M. K. Harmes, and P. A. Danaher, 137–159. Rotterdam: Sense Publishers.
  • Borum, P. 2017. “The Notion of ‘Singularity’ in the Work of Gilles Deleuze.” Deleuze Studies 11 (1): 95–120. doi: 10.3366/dls.2017.0253
  • Bozalek, V., A. Dison, M. A. Alperstein, and V. Mitchell. 2017. “Developing Scholarship of Teaching and Learning Through a Community of Enquiry.” Critical Studies in Teaching and Learning 5 (2): 1–15. doi: 10.14426/cristal.v5i2.106
  • Braidotti, R. 2013. The Posthuman. Cambridge: Polity.
  • Braidotti, R., and L. Regan. 2017. “Our Times are Always Out of Joint: Feminist Relational Ethics in and of the World Today: An Interview with Rosi Braidotti.” Women: A Cultural Review 28 (3): 171–192.
  • Brockes, E. 2018. “#MeToo Founder Tarana Burke: ‘You have to Use Your Privilege to Serve Other People’.” Accessed 17 March 2019. https://www.theguardian.com/world/2018/jan/15/me-too-founder-tarana-burke-women-sexual-assault. The Guardian.
  • Brown, W. 2015a. Undoing the Demos: Neoliberalism's Stealth Revolution. New York: Zone Books.
  • Brown, W. 2015b. “Interview: Art and Education.” Accessed 25 August 2015. https://www.artandeducation.net/classroom/video/66032/wendy-brown-homo-economicus.
  • Carrigan, M. 2016. The Accelerated Academy. Accessed 18 December 2018. http://sociologicalimagination.org/archives/18743.
  • Coole, D., and S. Frost. 2010. New Materialisms: Ontology, Agency, Politics. Durham, NC: Duke University Press.
  • Deleuze, G. 2004. Difference and Repetition. London: Bloomsbury.
  • Fairchild, N. 2020. “Queering the Data: The Somatechnics of English Early Childhood Education and Care Teachers.” Somatechnics 10 (1): 52–72. doi: 10.3366/soma.2020.0300
  • Gilligan, C. 1982. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press.
  • Gilligan, C. 2011. Interview. Accessed 25 March 2019. https://ethicsofcare.org/carol-gilligan/.
  • Gourlay, L. 2019. “Textual Practices as Already-Posthuman: Re-imagining Text, Authorship and Meaning-making in Higher Education.” In Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, edited by C. A. Taylor, and A. Bayley, 237–254. London: Palgrave Macmillan.
  • Grosz, E. 2017. The Incorporeal: Ontology, Ethics, and the Limits of Materialism. New York: Columbia University Press.
  • Haraway, D. 2016. Staying with the Trouble. Durham: Duke University Press.
  • Harris, A. 2004. Future Girl: Young Women in the Twenty-first Century. London: Routledge.
  • Hartman, Y., and S. Darab. 2012. “A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and its Implications for Policy.” Review of Education, Pedagogy, and Cultural Studies 34 (1–2): 49–60. doi: 10.1080/10714413.2012.643740
  • Higgins, M., M. F. G. Wallace, and J. Bazzul. 2019. “Staying with the Trouble in Science Education: Towards Thinking with Nature – A Manifesto.” In Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, edited by C. A. Taylor, and A. Bayley, 155–164. London: Palgrave Macmillan.
  • Honan, E., L. Henderson, and S. Loch. 2015. “Producing Moments of Pleasure Within the Confines of an Academic Quantified Self.” Creative Approaches to Research 8 (3): 44–62.
  • Leathwood, C., and V. Hey. 2009. “Gender/ed Discourses and Emotional Sub-texts: Theorising Emotion in UK Higher Education.” Teaching in Higher Education 14 (4): 429–440. doi: 10.1080/13562510903050194
  • Leathwood, C., and B. Read. 2013. “Research Policy and Academic Performativity: Compliance, Contestation and Complicity.” Studies in Higher Education 38 (8): 1162–1174. doi: 10.1080/03075079.2013.833025
  • Massumi, B. 2015. Politics of Affect. Cambridge: Polity.
  • McRobbie, A. 2009. The Aftermath of Feminism: Gender, Culture and Social Change. London: Sage.
  • Mendes, K. 2016. Slutwalk: Feminism, Activism and Media. Basingstoke: Palgrave Macmillan.
  • Mendes, K., J. Ringrose, and J. Keller. 2018. “#MeToo and the Promise and Pitfalls of Challenging Rape Culture Through Digital Feminist Activism.” European Journal of Women’s Studies 25 (2): 236–246. doi: 10.1177/1350506818765318
  • Mohanty, C. 2013. “Transnational Feminist Crossings: On Neoliberalism and Radical Critique.” Signs: Journal of Women in Culture and Society 38 (4): 967–991. doi: 10.1086/669576
  • Montez Lopez, E., and P. O’Connor. 2018. “'Micropolitics and Meritocracy: Improbable Bed Fellows?” Educational Management Administration & Leadership. doi:10.1177/1741143218759090.
  • Morley, L. 2003. Quality and Power in Higher Education. Maidenhead: Society for Research into Higher Education and Open University Press.
  • Morley, L. 2013. “The Rules of the Game: Women and the Leaderist Turn in Higher Education.” Gender and Education 25 (1): 116–131. doi: 10.1080/09540253.2012.740888
  • Morley, L. 2016. “Troubling Intra-actions: Gender, Neo-liberalism and Research in the Global Academy.” Journal of Education Policy 31 (1): 28–45. doi: 10.1080/02680939.2015.1062919
  • Nielsen, M. 2016. “Limits to Meritocracy? Gender in Academic Recruitment and Promotion Processes.” Science and Public Policy 43 (3): 386–399. doi: 10.1093/scipol/scv052
  • Noddings, N. 2012. Philosophy of Education. 3rd ed. Boulder, CO: Westview Press.
  • Pereira, M. 2017. Power, Knowledge and Feminist Scholarship: An Ethnography of Academia. London: Routledge.
  • Pomerantz, S., and R. Raby. 2017. Smart Girls: Success, School, and the Myth of Post-Feminism. Berkeley: University of California Press.
  • Rich, A. 1975. “Toward a Woman-Centred University.” Cooper Point Journal 3 (32): 5–6.
  • Ringrose, J. 2007. “Successful Girls? Complicating Post-feminist, Neoliberal Discourses of Educational Achievement and Gender Equality.” Gender and Education 19: 471–489. doi: 10.1080/09540250701442666
  • Sontag, S. 1973. “The Third World of Women.” Partisan Review Spring 1972: 180–206.
  • Stengers, I. 2005. “Introductory Notes on an Ecology of Practices.” Cultural Studies Review 11 (1): 183–196. doi: 10.5130/csr.v11i1.3459
  • Stengers, I. 2018. Another Science is Possible: A Manifesto for Slow Science. Cambridge: Polity.
  • Stengers, I., and V. Despret. 2014. Women Who Make a Fuss: The Undutiful Daughters of Virginia Woolf. Minneapolis: University of Minnesota Press.
  • Taylor, C. A. 2011. “‘Hope in Failure’: A Level Students, Discursive Agency, Post-feminism and Feminism.” Gender and Education 23 (7): 825–841. doi: 10.1080/09540253.2010.538013
  • Taylor, C. A. 2013. “Objects, Bodies and Space: Gender and Embodied Practices of Mattering in the Classroom.” Gender and Education 25 (60): 688–703. doi: 10.1080/09540253.2013.834864
  • Taylor, C. A. 2015. A Guide to Ethics and Student Engagement Through Partnership. York: HEA. https://www.heacademy.ac.uk/resource/guide-ethics-and-student-engagement-through-partnership.
  • Taylor, C. A. 2016. “Edu-crafting a Cacophonous Ecology: Posthuman Research Practices for Education.” In Posthuman Research Practices in Education, edited by C. A. Taylor, and C. Hughes, 7–36. London: Palgrave Macmillan.
  • Taylor, C. A. 2018a. “Each Intra-action Matters: Towards a Posthuman Ethics for Enlarging Response-ability in Higher Education Pedagogic Practice-ings.” In Socially Just Pedagogies in Higher Education, edited by M. Zemblyas, 81–96. London: Bloomsbury Publishers.
  • Taylor, C. A. 2018b. “What can Bodies do? En/Gendering Body-space Choreographies of Stillness, Movement and Flow in Post-16 Pedagogic Encounters.” International Journal of Educational Research 88: 156–165. doi: 10.1016/j.ijer.2018.02.001
  • Taylor, C. A., and S. Gannon. 2018. “Doing Time and Motion Diffractively: Academic Life Everywhere and All the Time.” International Journal of Qualitative Studies in Education 31 (6): 465–486. doi: 10.1080/09518398.2017.1422286
  • Taylor, C. A., and G. Ivinson. 2013. “Material Feminisms: New Directions for Education.” Gender and Education 25 (6): 665–670. doi: 10.1080/09540253.2013.834617
  • Taylor, Y., and K. Lahad. 2018. Feeling Academic in the Neoliberal University. London: Palgrave Macmillan.
  • Thomas, R., and A. Davies. 2002. “Gender and New Public Management: Reconstituting Academic Subjectivities.” Gender, Work and Organization 9 (4): 372–397. doi: 10.1111/1468-0432.00165
  • Thornton, M. 2013. “The Mirage of Merit: Reconstituting the ‘Ideal Academic’.” Australian Feminist Studies 28 (76): 127–143. doi: 10.1080/08164649.2013.789584
  • Tonkonoff, S. 2013. “A New Social Physic: The Sociology of Gabriel Tarde and its Legacy.” Current Sociology 61 (3): 267–282. doi: 10.1177/0011392113477578
  • Ulmer, J. B. 2017. “Posthumanism as Research Methodology: Inquiry in the Anthropocene.” International Journal of Qualitative Studies in Education 30 (9): 832–848. doi: 10.1080/09518398.2017.1336806
  • Vostal, F. 2016. Accelerating Academia: The Changing Structure of Academic Time. London: Palgrave Macmillan.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.