Between slow and fast academia: moving temporalities of knowledge production
Filip Vostal (Czech Academy of Sciences)
Oili-Helena Ylijoki (University of Tampere)
Libor Benda (Institute of Philosophy, Czech Academy of Sciences)
Worlds in motion: Anthropology in movement/Mondes en mouvement: Anthropologie en mouvement
FSS 1030
Start time:
4 May, 2017 at 8:30
Session slots:

Short abstract:

Academia is now a site of unprecedented dynamization. Various manifestos advancing an ethos of slow have recently emerged as remedies for detrimental acceleration of academia. This panel explores what it means to say that academia is speeding-up and why it needs - or not - to slow down and how.

Long abstract:

Academic environment, it is claimed, is now a site of unprecedented dynamization and intensification of its various processes; academia is 'accelerating/accelerated'; it is in the 'flux of time'. Academics report time-squeeze, acceleration of pace of life, burnout, exhaustion, alienation from their vocation and cognate 'hidden injuries', which result from the consolidation of neoliberal governance and metrification of academia. The imperative of speed accounts now for one of the main detrimental aspects of contemporary academia. In this relation, various 'slow manifestos' (Slow Professor, Slow Science, Slow Scholarship) addressing the hasty pace of academic life and advancing an ethos of slow recently emerged as possible remedies. In this panel we'd like to explore what it actually means to say that academic world is speeding-up and why it needs - or not - to slow down and how. Is fast synonymous to neoliberal? Is the notion of slow unreservedly progressive? We welcome theoretical, polemical and empirical contributions addressing such issues. Papers may explore various conceptions and experiences of time in contemporary academia as well as promises and limits of the notion of 'the slow' as a rival and an opposite to fast academia. We particularly welcome investigations of the complexities of 'academic time' as we believe that the dichotomy of slow vs. fast remains reductive. Multi-temporal perspective is needed if it were to capture the conflicting temporalities that characterize academic knowledge production.