Slow singularities for collective mattering: new material feminist praxis in the accelerated academy

Research output: Contribution to journalArticlepeer-review

Abstract

The contemporary university privileges speed, precarity, competition, and performativity; it operates through modes of accelerationism, work intensification and productivity; and it is oriented to producing academic subjectivities rooted in self-commodification. Much of this is antithetical to feminist ethics and working practices which focus on care, relationality and working together. The article explores these tensions as a basis for moving forward with the question: What does a new material feminist approach offer as an ethical practice to work against these damaging conditions? In response, it draws on the work of Barad (2007) and Haraway (2016) to propose an embodied material feminist ethics of response-ability as an alternative approach to educational research, teaching and mentoring. Further, relating Stengers (2018) insights on the generativity of slow to Deleuze's (2004) concept of ‘singularities’ the article proposes slow singularities for collective mattering as a conceptual and practical means – as a material-discursive feminist praxis – to contest the un-liveable life of the neoliberal accelerated academy. In doing so, it makes the case for feminist work as an un/dutiful response-ability of nurturing decelerated forms of being which might help reimagine the aims and purpose of the university.

Original languageEnglish
Pages (from-to)255-272
Number of pages18
JournalIrish Educational Studies
Volume39
Issue number2
Early online date5 Mar 2020
DOIs
Publication statusPublished - 2 Apr 2020

Keywords

  • ethics
  • material feminism
  • responsibility/response-ability
  • singularities
  • slow

ASJC Scopus subject areas

  • Education

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