"In Situ": Using "Timescapes" as a Post-Qualitative Pedagogical Methodology to Deepen Explorations of Long-Term Higher Education Teaching/Mentoring

Autor/in	Misiaszek, Lauren Ila
Titel	"In Situ": Using "Timescapes" as a Post-Qualitative Pedagogical Methodology to Deepen Explorations of Long-Term Higher Education Teaching/Mentoring
Quelle	In: Teaching in Higher Education, 28 (2023) 2, S.339-356 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1810655
Schlagwörter	Higher Education; College Instruction; Mentors; Reflective Teaching; Time Perspective; Neoliberalism; Socialization; Teacher Supervision; Intersectionality + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschullehre; Zeitbezug; Neo-liberalism; Neoliberalismus; Socialisation; Sozialisation
Abstract	Using an interdisciplinary, post-qualitative, pedagogical methodological (Burke, Crozier, and Misiaszek 2017) practice of "timescapes" (Adam 1998, Burke 2018a), I explore my longest teaching/mentoring relationship, spanning two decades. I conceptualize this process as a post-qualitative encounter (Davies et al. 2013). The first half of the paper explores higher education teaching/mentoring through this "timescapes" practice, incorporating studies across higher education, gender, gerontology and the humanities. In the second half, I present four critical conjunctures in this teaching/mentoring relationship. Ultimately, I argue that expanding what is understood by the concept of a 'teaching/mentoring relationship', particularly through studies of long-term relationships and through practices such as "timescapes encounters," is a powerful counter-hegemonic tool in the face of neoliberal pressures and measures of impact in teaching in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01