Schooling in times of acceleration

Buddeberg, Magdalena; Hornberg, Sabine

doi:10.1080/01425692.2016.1256760

Cited by 15 publications

(7 citation statements)

References 22 publications

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“…In that sense, there is no space for you or the curriculum to develop or to have real changes. Brew (2015), in her research with academics, also discovered that lack of time to develop alternatives hindered teaching innovation, and as Buddeberg and Hornberg (2017) note, social acceleration means that knowledge is deemed 'out of date' and loses its validity far more quickly than in the past, making it even more important that academics have the opportunity to adapt the curriculum. As Bianca said: I'd love the opportunities to think of highly engaging and innovative approaches or sources to have in class every week, but sometimes (not always) there just isn't time to do this, and I don't feel students get the best of my teaching.…”

Section: Short-termism and Last Minute Modalitymentioning

confidence: 99%

Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education

Leathwood

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2020

Teaching in Higher Education

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The increasing casualisation of academic labour over recent years has been noted across the global north. In the UK, this takes a number of forms, including fixed term, hourly paid and zero hours contracts. What tends to characterise them all, however, is a focus on the shortterm. In this paper, we draw on a qualitative study with 20 UK-based academics on casualised contracts to consider the implications of the short-term nature of such employment for teaching and pedagogy. We come to this with a temporal perspective, in part in response to Felt's (2016) call for a chronopolitical analysis of the changing temporalities of academia. We discuss how short-term temporal logics marked by last-minute or 'just-in-time' modalities can be seen to impact negatively on teaching preparation and pedagogical relationships, raising questions about innovation and criticality, power and in/security, continuity and care.

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Section: Short-termism and Last Minute Modalitymentioning

confidence: 99%

Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education

Leathwood

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2020

Teaching in Higher Education

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“…After the lacking sense of progress elaborated above, the prolongation of internal processes combined with the steady output marks another sign of frenetic standstill. It can be seen as a direct analogy to the phenomenon described by Buddenberg and Hornberg (2017: 53–54) as a “racing standstill.” It is also worth noting that the two signs of the frenetic standstill are interrelated. All other things being equal, additional effort should translate into heightened output.…”

Section: The Signs Of Frenetic Standstill In the National Qualifications Frameworkmentioning

confidence: 92%

“…Modern institutions need to react to an increasing number of perturbations from an ever more complex environment. As Rosa (2013: 93) points out, this will lead either to their erosion or to a state of frenetic standstill, that is, “a situation brought about by the abandonment of a perspective and ‘path’ of progress and characterized by the absence of any direction of development.” Building upon this notion, Buddenberg and Hornberg (2017: 53–54) point to a phenomenon of “racing standstill” in the context of education systems. According to them, competition in benchmarking systems leads to an increasing effort by schools to maintain their position in various rankings.…”

Section: From Social Acceleration To the Recognition Of Prior Learningmentioning

confidence: 99%

The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

Karger

2021

Time & Society

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The aim of this study is to interpret recent developments in the field of adult education in the Czech Republic through the theory of social acceleration. The study is designed as focused ethnography, drawing upon observation, interviewing, and document analysis. The material is read through the concepts of acceleration and frenetic standstill and contextualized in the discourses on industry 4.0 and recognition of prior learning. The study shows how the notion of constant technological change drives the Czech discourse of adult education, introducing a sense of urgency and pressing for faster developments in the further education of adults. However, the field of adult education exhibits a lack of consistency in its development, translating into absenting sense of progress. Within this context, the Czech National Qualifications Framework (NQF) has produced a steady output of qualification standards even though its internal processes have been prolonged. The tempo of the NQF and the absenting sense of progress can be read as signs of a frenetic standstill, accompanied by a high fluctuation of individuals on all levels of an organizational hierarchy. The study argues that acceleration is not driven by technological change in the observed context as the examined discourses expect. Instead, social acceleration seems to be perpetuating itself as a relatively independent force, eroding institutions that are seen as key in adapting to the incoming transition.

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“…He further argues that this understanding represents a reductive notion of the present moment, while at the same time reinforcing and promoting an achievement-centered orientation towards our own ability or inability to be in the present moment. Rosa (2013), Kristensen (2018) and Buddeberg and Hornberg (2017) discuss how meditation practices like mindfulness can be said to promote various techniques aimed at countering the effects of social acceleration in both professional and everyday life. However, the claim is that mindfulness does not represent a sustainable form of resistance to or coping with the power and dynamics of underlying forces of social acceleration.…”

Section: School-based Mindfulness and The Cultivation Of Being In The...mentioning

confidence: 99%

Becoming “intimate” with the present moment: Mindfulness and the question of temporality

Primdahl

2022

Time & Society

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Being in the present moment is a key element in most widespread definitions of modern mindfulness. A claim about temporality can thus be said to lie at the core of mindfulness, in which some ways of relating to time are considered subordinate to others; being in the present moment is ascribed higher value than being elsewhere in time. However, although the significance of the present moment is clear, its content and meaning are ambiguous; what temporal states are promoted through mindfulness? This article seeks to theorize this ambiguity by focusing on the specific context of school-based mindfulness as a case in which temporality and education intertwine. Whereas educational research on issues related to time and temporality typically construes time as a condition or resource for educational practices, I argue that school-based mindfulness represents a particular method of making temporality—specifically, the relation between the student self and the present moment—into an object of education. I identify three dimensions of what it means to be in the present moment through empirical examples drawn from a broader study on the educational purposes of school-based mindfulness. The article concludes with a discussion of the implications of the complexity of the notion of the present moment in school-based mindfulness for future research in this field.

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Schooling in times of acceleration

Cited by 15 publications

References 22 publications

Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education

Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education

The signs of frenetic standstill: The concept of change in the discourse of lifelong learning and the tempo of the Czech National Qualifications Framework

Becoming “intimate” with the present moment: Mindfulness and the question of temporality

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