The slowly structured classroom: Narrative time, lived experience and the contemporary he classroom

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Abstract

The detrimental impact of a globalised, highly technological world within the academe is well documented. The combination of moral efficiency, the global proliferation of contemporary capitalism and the compressing of time and space all have a role to play in the professional practice of contemporary higher education. This article attends to the negative outcomes of time and professional practice. It suggests the narrative classroom as one means of demonstrating agency and disrupting the status quo design of the higher education establishment. It employs an autoethnographic methodology to preface individual voice cultivated through storytelling and reflexivity. It suggests that this transformative process entails the establishment of creative communities. These communities are, by their very nature, relational and affective – and a necessary component of individual transformation.

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Original languageEnglish
Pages (from-to)32-48
Number of pages16
JournalKnowledge Cultures
Volume5
Issue number2
DOIs
StatePublished - 31 Dec 2017

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This is the definitive version of record. Copyright © 2017 by the Contemporary Science Association, New York

    Keywords

  • time, agency, professional practice, critical pedagogy

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