De-Synchronization, Dynamic Stabilization, Dispositional Squeeze

Rosa, Hartmut

doi:10.1093/acprof:oso/9780198782858.003.0003

Cited by 28 publications

(51 citation statements)

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“…According to Rosa (2017), the general feeling of time pressure, which he acknowledges as a feature of contemporary late-modern societies, results from the fact that the time required to fulfil our to-do list exceeds the time we have, which affects the time we can spend on each item on the list. As he notes, the problem is that the number of legitimate and justified demands composing the to-do list seems to constantly increase.…”

Section: Social Acceleration Theorymentioning

confidence: 99%

“…He observes that whereas the to-do list can be expanded by increasing the number of items on it, time cannot be expanded because social time-division standards (length of day or year) are not modifiable. Rosa (2017), based on Harvey (1990), states that time can only be condensed or compressed, a fact that explains the increasing time pressure. He adopts the term ‘temporal mismatch’ to address the incongruity between the time allocated to a given number of tasks and the time needed to perform them in an appropriate way (Rosa, 2017).…”

Section: Social Acceleration Theorymentioning

confidence: 99%

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How social acceleration affects the work practices of academics: A study in Brazil

Rotenberg

Carlos

2018

German Journal of Human Resource Management

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Applying industrial and market-driven logic has brought radical change to universities in the past few decades. Knowledge production and transmission as well as academics' subjectivity have been substantially altered by neoliberal policies. This article introduces a social acceleration perspective and explores what happens to university teachers' work practices in the face of increasing demands. The article draws on a study into the effect of social acceleration on a group of 15 professors in Brazil. Consequences include (a) producing 'guilty subjects' due to lack of time, (b) burnout from the feeling of 'running uphill just to stay in place', (c) an impact on work-life balance and retirement, (d) devaluing experience and expertise and (e) lack of identification with the work and workplace. The academics reported impossible demands on them, or even retiring. Reconciling their work practices with professional expectations generated a conflict of values: they no longer recognized themselves as good teachers, dedicated supervisors or innovative researchers. The article argues that the role of education is compromised by the accelerated university, which is transforming universities and academics into entrepreneurs in search of production.

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Section: Social Acceleration Theorymentioning

confidence: 99%

Section: Social Acceleration Theorymentioning

confidence: 99%

How social acceleration affects the work practices of academics: A study in Brazil

Rotenberg

Carlos

2018

German Journal of Human Resource Management

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“…We need more time to do our work properly, we need more time to improve our skills and knowledge, to renew our hard-and software, we need more time to care for our kids and elderly parents, more time for our friends and relatives, for our house or flat and for our body, and finally, we need more time to come to terms with ourselves, our minds or souls or psyche. The problem, in fact, is that, in all of these respects (and probably many more), there are legitimate expectations directed towards us by ourselves or by others -expectations turning into obligations which we feel we really should meet, and the neglect of which will be held against us in one context or another (Rosa, 2017). Of course, I should have done it long ago, but I just did not find the time yet, has become something like the defaultperspective with which we move from context to context.…”

Section: En Vomentioning

confidence: 99%

Dynamic Stabilization, the Triple A. Approach to the Good Life, and the Resonance Conception

Rosa¹

2017

questionsdecommunication

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A society is modern when it operates in a mode of dynamic stabilization, i.e., when it systematically requires growth, innovation and acceleration in order to maintain its socio-economic and institutional status quo. Within this frame, this essay presents an analysis of modern society that explains the structural features which lead into this escalatory cycle. Secondly, it identifies the corresponding cultural "imperatives for growth" that translate the structural requirement of growth, acceleration and innovation into a strategic necessity in the humans' search for a good life. Thirdly, it presents an alternative conception of the good life, based on the concept of resonance, which also proves to be an indispensable tool for a critique of social conditions. Hartmut Rosa, Stabilisation dynamique, l'approche du « triple A » du bien-être et la conception de la résonance Résumé. -Une société est moderne lorsqu'elle opère dans un mode de stabilisation dynamique, c'est-à-dire lorsqu'elle exige systématiquement la croissance, l'innovation et l'accélération afin de maintenir son statu quo socio-économique et institutionnel. Dans ce cadre, cet essai présente une analyse de la société moderne expliquant les caractéristiques structurelles qui conduisent à ce cycle d'escalade. Deuxièmement, il identifie les « impératifs culturels » correspondants qui traduisent l'exigence structurelle de la croissance, de l'accélération et de l'innovation en une nécessité stratégique pour les individus dans leur quête d'une « bonne » vie. Troisièmement, il présente une conception alternative du bien-être, fondée sur le concept de résonance, qui s'avère aussi un outil indispensable pour une critique des conditions sociales.

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“…Relevant scholarship has explored the impact students' representations of the future have on their motivation, engagement, goal-setting and choices of academic paths (Peetsma, 2000;Simons, Vansteenkiste, Lens, & Lacante, 2004;Malka & Covington, 2005;Husman & Shell, 2008;Mello & Worrell, 2010;Ferrari, Nota, & Soresi, 2010, p. 62). However, in the sociological field, in the last two decades, an increasing number of references underlines how the increased pace of society and the decreased temporal distances has created new meaning regimes (Toffler, 1970;Augé, 1995, p. 22;Bauman, 1998, p. 18;Agier, 2016) and new types of marginalisation for populations that do not synchronise with the dominant culture of the time (Levine, 1976(Levine, /2006Hall, 1983, p. 25;Rosa, 2013Rosa, , 2017. Meanwhile, at the education policy making level, emphasis is put on the value of students' anticipation strategies.…”

Section: Introductionmentioning

confidence: 99%

Time, dwelling and educational disadvantage. Evidence from vocational education students in Italy, France and Greece

Konidari

2020

Education Inquiry

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This paper argues that the consideration of educational disadvantage should go beyond the micro-scale contextual level of individual students, and explore eventual connections with hybrid forms of disadvantage in the social field. The paper draws on the capability approach and the concept of dwelling to introduce dwelling in time as functioning. This refers to students' abilities to position themselves in an engaging and meaningful relationship within time, and depends on students first achieving the previous functioning of dwelling. Research results from 222 14-15 year-old vocational education students from Italy, France and Greece using the Future Time Perspective Scale for Adolescents and Young Adults (FTPS-AYA), revealed four main findings: a measurement error in four factors of the scale, an almost systematic lack of correlation of the futureplanning factor with the other factors, a significant percentage of students who do not have a clear position on the future and an invisible correlation between the future-positive and futurenegative factors and students' opportunities to choose their specialisations. The paper argues that these four findings should not be seen in isolation and concludes that widening the spectrum of the origins of educational disadvantage facilitates both more effective education policy making and localising conversion factors that can boost students' resilience.

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De-Synchronization, Dynamic Stabilization, Dispositional Squeeze

Cited by 28 publications

References 0 publications

How social acceleration affects the work practices of academics: A study in Brazil

How social acceleration affects the work practices of academics: A study in Brazil

Dynamic Stabilization, the Triple A. Approach to the Good Life, and the Resonance Conception

Time, dwelling and educational disadvantage. Evidence from vocational education students in Italy, France and Greece

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