Imperial straightening devices in disciplinary choices of academic knowledge production

Cushing‐Leubner, Jenna; Engman, Mel M.; Ennser–Kananen, Johanna; Pettitt, Nicole

doi:10.1075/lcs.21001.cus

Cited by 8 publications

(2 citation statements)

References 38 publications

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“…The chronopolitics of various communities can be wildly different with regard to the nature of, and motivating factors for, relationships with academic institutions. Cushing-Leubner et al ( 2021 ) describe the mythology of knowledge production for the academic archive as related to a production model of keeping pace with the tenure clock. They argue that this mode of knowledge construction is antithetical to more communal and relational forms of teaching and learning.…”

Section: Navigating the Contradictory Chronopolitics Of The Universit...mentioning

confidence: 99%

Bending time: lessons from critical, community-engaged, liberatory research

Lozenski,

Chikkatur

2023

Front. Res. Metr. Anal.

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In this article, we use the framework of chronopolitics and racialized time to explore our experiences as professors of color at predominantly white institutions who strive to do emancipatory, community-driven research. Our shared work as organizers for Education for Liberation Minnesota (EdLibMN), a grassroots organization working to bring together various constituencies in Minnesota to organize for educational justice, led us to think together about chronopolitics as a framework to understand how our scholarly commitments to social transformation and liberatory education impact our labor and teaching practices at our institutions. This framework allows us to examine our relationships with communities in our individual research and advocacy contexts as well as in our shared work as organizers for EdLibMN. In particular, we explore how the urgency and timeline of our community-based advocacy work and the rhythms and improvisation of participatory action research are juxtaposed with the surveillance and evaluation of our labor and the urgency of “tenure clocks” at our institutions. We end by discussing our own transformational learning through our collaborations with community researchers and organizers. We speculate about the possibilities of bending time–the chronopolitics of collective struggle and joy–that allows us to focus on building relationships as a central tenet of emancipatory research practices and to ensure our own health and wellbeing as scholar-activists of color.

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Section: Navigating the Contradictory Chronopolitics Of The Universit...mentioning

confidence: 99%

Bending time: lessons from critical, community-engaged, liberatory research

Lozenski,

Chikkatur

2023

Front. Res. Metr. Anal.

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“…It seems appropriate to acknowledge the entangled nature of thought trajectories and human relations in both. Thank you, Jenna Cushing-Leubner and Nicole Pettitt, for being entangled and present in our work on this chapter (Cushing-Leubner et al, 2021).…”

mentioning

confidence: 97%

A Diffractive Reading

Engman

Ennser–Kananen

Saarinen

2022

New Materialist Explorations Into Language Education

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Towards the end of the editing process, we started to see the book as something more than a collection of chapters around a theme: as an assemblage, which included, of course, the community of authors. When we put out the first call for contributions in May 2018, most authors volunteered a contribution rather quickly, others joined a bit later, and some dropped out for different reasons, underlining the dynamic nature of our assemblage. In pre-pandemic times, we met on and off campus, introduced some of our ideas at conferences, and had a workshop day to brainstorm, plan chapters, and reflect on the process and the purpose of the book. We were connected by common meals, jokes, writing, thinking, and by annoying and challenging each other as colleagues and collaborators. Sometimes, we managed to give space to the other lives we lead: our families, homes, and hobbies. We are thankful that these were invited into our work and being-together. This chapter provides a concluding diffraction, not only as a metaphor of a prism that collects and reconfigures our varied ideas, but as a socio-material view into the book process itself.

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