'Timescapes' in Doctoral Education: The Politics of Temporal Equity in Higher Education

Autor/in	Manathunga, Catherine
Titel	'Timescapes' in Doctoral Education: The Politics of Temporal Equity in Higher Education
Quelle	In: Higher Education Research and Development, 38 (2019) 6, S.1227-1239 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manathunga, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1629880
Schlagwörter	Foreign Countries; Graduate Students; Graduate Study; Doctoral Programs; Time Factors (Learning); Minority Group Students; Indigenous Populations; Migrants; Refugees; Foreign Students; Neoliberalism; Equal Education; Ethics; Educational Policy; Educational Practices; Acculturation; Politics of Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Sinti und Roma; Migrantin; Flüchtling; Neo-liberalism; Neoliberalismus; Ethik; Politics of education; Bildungspolitik; Bildungspraxis; Akkulturation; Educational policy; Australien
Abstract	In the twenty-first century, the politics of higher education in Australia and around the globe have become dominated by neoliberal agendas of efficiency, profitability and managerialism. This has fundamentally altered the 'timescapes' of higher education. In the case of doctoral education, doctoral candidates and supervisors are subjected to increasing time pressures and required to produce a wide variety of outcomes in very short timeframes. These managerial agendas of efficiency and speed impact upon all doctoral candidates and supervisors but present particular practical and epistemic difficulties for Indigenous, migrant, refugee and international students. In this article, I illustrate how fast doctoral timescapes encourage assimilationist pedagogies that have been shown to be especially detrimental for Indigenous, migrant, refugee and international doctoral candidates. Drawing upon a complex array of theoretical resources that investigate Lefebvre's rhythm analysis and other authors' notions of epistemic time and the ethics of time, this article argues for a reconceptualization of doctoral timescapes in order to promote a politics of temporal equity in doctoral education. This especially involves making space for epistemic, lived and eternal temporal rhythms in doctoral education policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01