Pressing Times, Losing Voice: Critique and Transformative Spaces in Higher Education

Autor/inn/en	Benswait, Ahmad Jaber; Pérez-Milans, Miguel
Titel	Pressing Times, Losing Voice: Critique and Transformative Spaces in Higher Education
Quelle	In: London Review of Education, 20 (2022) 1, Artikel 30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pérez-Milans, Miguel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Higher Education; Doctoral Programs; Refugees; Supervisor Supervisee Relationship; Teacher Student Relationship; Doctoral Students; Social Justice; Foreign Countries; Ethics; Sociolinguistics; Linguistic Theory; Meetings; Political Attitudes; Research; Language Research; Educational Change; Dialogs (Language); Foreign Students; Public Policy; Discourse Analysis; Student Attitudes; College Faculty; Teacher Attitudes; Journal Articles; Government School Relationship; Universities; Social Systems; Social Change; Fuels; United Kingdom; Kuwait + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Doktorandenprogramm; Flüchtling; Teacher student relationships; Lehrer-Schüler-Beziehung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Soziale Gerechtigkeit; Ausland; Ethik; Soziolinguistik; Linguistische Theorie; Meeting; Tagung; Political attitude; Politische Einstellung; Forschung; Sprachforschung; Bildungsreform; Dialog; Dialogs; Dialogue; Dialogues; Öffentliche Ordnung; Diskursanalyse; Schülerverhalten; Fakultät; Lehrerverhalten; Journal article; Zeitschriftenaufsatz; University; Universität; Social system; Soziales System; Sozialer Wandel; Treibstoff; Großbritannien
Abstract	In this article, we examine our own doctoral supervisory dialogue as it has been institutionally interrupted due to Ahmad's application for asylum in the UK. As we find ourselves lacking the conditions of recognisability required for our actions to be institutionally understood (or made intelligible) as part of a doctoral supervisory relationship, we are left with a sense of futility of how scholarly work preoccupied with social justice may confront, let alone transform, the larger sociopolitical realities with which we aim to engage. In the light of calls to turn precarity into a productive pedagogical space for ethical action--often regarded as a 'pedagogy for precarity', we draw from Blommaert's (2005) sociolinguistic theory of voice to account for how we attempted to become recognisable to each other throughout the course of our supervisory meetings. In so doing, we reflect on the implications of our analysis for politically engaged academic research, while linking with wider language scholarship on the possibility for, and imaginability of, social transformation in higher education spaces. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01