the kind of higher order thinking that is a critical part of the scholarly endeavor requires nurture through the provision of sufficient time, unpressured by other demands. This article examines one case of ‘‘speedy scholarship’’ in an effort to shed light on the phenomenon of time pressure and its effect in the contemporary university. We attempt to explain how this is an artifact both of a certain form of governmentality, as well as a new temporality, operating on a global scale. In so doing, we hope to show how pedagogical practices become a site of contest in an unequal power relation where students are the absent partners and scholarly endeavor is eroded. Such a critique leads us to draw upon the discourse of the slow movement in an attempt to invoke an alternative vision.
Slow scholarship, slow theory, and slow pedagogyPosted: May 12, 2012 in Academy, Research