Pub Date : 2023-07-25DOI: 10.1177/0961463X231187701
Christian H Hanser
In this essay, I propose the use of itinerant encounter spaces as educative agents for teaching time studies experientially. My work is informed by an arts-based methodology, conducted as part of a PhD, which used a mobile shepherd's hut as host for instances of temporal reflexivity. This specific wooden caravan, a venue for shared and introspective stillness, invites participants to embrace non-linearity within formal educational environments that are generally structured by calendars, clocks and bells. By offering unaudited room and time for reflective activities such as storytelling and subjective mapping, I encouraged my research participants, student teachers in Scotland, to nurture the temporalities of self-care that may or may not be part of their personal journeys into ‘meaningful teaching’ during an Initial Teacher Education (ITE) programme. My role was to open up an extracurricular atmosphere which disrupted the temporal standardisations required by many curricular designs for modular fit in university degrees. Curating a vehicle for methodological acts of temporal dissensus offered me insights into teaching time beyond a focus on input and outcomes. The prevailing instrumental logic in formal education rarely acknowledges itinerancy as a dynamic sphere for the pedagogical encounter. My session plans were loosely structured by the provision of a ‘shelter in public’ as a gesture of hospitality and not by a fixed schedule of activities or content to be delivered. This gave research participants the chance to narrate their own intrinsically perceived student teacher trajectories. The improvisation through public pedagogy and the ‘vagueness’ of indirect pedagogy cultivated playful detours. I suggest taking steps aside from dominant curricular formats and explore further how time studies can be taught through the coexistence of movement and stillness, as temporal reflexivity on wheels.
{"title":"Teaching temporal reflexivity through a vehicle: Experiential-existential time around the wood fire stove of a mobile shepherd's hut","authors":"Christian H Hanser","doi":"10.1177/0961463X231187701","DOIUrl":"https://doi.org/10.1177/0961463X231187701","url":null,"abstract":"In this essay, I propose the use of itinerant encounter spaces as educative agents for teaching time studies experientially. My work is informed by an arts-based methodology, conducted as part of a PhD, which used a mobile shepherd's hut as host for instances of temporal reflexivity. This specific wooden caravan, a venue for shared and introspective stillness, invites participants to embrace non-linearity within formal educational environments that are generally structured by calendars, clocks and bells. By offering unaudited room and time for reflective activities such as storytelling and subjective mapping, I encouraged my research participants, student teachers in Scotland, to nurture the temporalities of self-care that may or may not be part of their personal journeys into ‘meaningful teaching’ during an Initial Teacher Education (ITE) programme. My role was to open up an extracurricular atmosphere which disrupted the temporal standardisations required by many curricular designs for modular fit in university degrees. Curating a vehicle for methodological acts of temporal dissensus offered me insights into teaching time beyond a focus on input and outcomes. The prevailing instrumental logic in formal education rarely acknowledges itinerancy as a dynamic sphere for the pedagogical encounter. My session plans were loosely structured by the provision of a ‘shelter in public’ as a gesture of hospitality and not by a fixed schedule of activities or content to be delivered. This gave research participants the chance to narrate their own intrinsically perceived student teacher trajectories. The improvisation through public pedagogy and the ‘vagueness’ of indirect pedagogy cultivated playful detours. I suggest taking steps aside from dominant curricular formats and explore further how time studies can be taught through the coexistence of movement and stillness, as temporal reflexivity on wheels.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"301 - 317"},"PeriodicalIF":2.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46319717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-16DOI: 10.1177/0961463X231187702
Shae L. Brown
To move beyond its industrial era mechanistic paradigm, western education needs to include knowledges that enable students to think with and engage an increasingly complex world. The teaching and learning of complex time is one such knowledge, and pattern thinking and understanding are useful for this undertaking. As part of their teaching practice, the author developed and implemented a patterns-based design and educational strategy called spiraltime patterning with secondary school students more than a decade ago. Recently, the approach was implemented with university students as part of a doctoral inquiry project that focused on general complexity thinking and understanding. Spiraltime patterning is designed to perturb the dominance of linear temporalities and reposition them within a multitemporal patterning of complex time. The broad aim of this work is to contribute to transformational education, by facilitating temporal coherence and wellbeing for students, through embodied understanding of time as a complex phenomenon.
{"title":"Teaching complex time through pattern thinking and understanding","authors":"Shae L. Brown","doi":"10.1177/0961463X231187702","DOIUrl":"https://doi.org/10.1177/0961463X231187702","url":null,"abstract":"To move beyond its industrial era mechanistic paradigm, western education needs to include knowledges that enable students to think with and engage an increasingly complex world. The teaching and learning of complex time is one such knowledge, and pattern thinking and understanding are useful for this undertaking. As part of their teaching practice, the author developed and implemented a patterns-based design and educational strategy called spiraltime patterning with secondary school students more than a decade ago. Recently, the approach was implemented with university students as part of a doctoral inquiry project that focused on general complexity thinking and understanding. Spiraltime patterning is designed to perturb the dominance of linear temporalities and reposition them within a multitemporal patterning of complex time. The broad aim of this work is to contribute to transformational education, by facilitating temporal coherence and wellbeing for students, through embodied understanding of time as a complex phenomenon.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"336 - 358"},"PeriodicalIF":2.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47161623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1177/0961463X221150311
S. O’Brien
This article revisits a graduate course I taught between 2005 and 2014, ENGLISH 779--The Times We Live In, in light of the temporal stresses of graduate student life. Thinking with Donald C. Goellnicht's 1993 article, “From novitiate culture to market economy: the professionalization of graduate students,” alongside the more recent work of several graduate students (Blanchard, Wilks and Vogan 2022, Brown 2022; Stoneman 2012; Tootonsab 2022), the article explores the increasing pressure on graduate students to engage in and record activities that are “off-the-clock” of program requirements. In particular, the article considers the contradictory celebration of graduate students' participation in extra-curricular activities that challenge the temporal dynamics of capitalism and colonialism while those dynamics continue to define performance expectations within their graduate programs. Recognizing the complicity of faculty members in exacerbating temporal stress by encouraging the incorporation of extra-curricular activism into the timelines of graduate programs, the article concludes by considering ways to revise ENGLISH 779--The Times We Live in to address more honestly, if not to loosen, the time binds of graduate student life.
鉴于研究生生活的时间压力，本文回顾了我在2005年至2014年间教的一门研究生课程《英语779-我们生活的时代》。思考Donald C.Goellnicht 1993年的文章《从见习文化到市场经济：研究生的职业化》，以及几位研究生的最新工作（Blanchard，Wilks and Vogan 2022，Brown 2022；Stoneman 2012；Tootonsab 2022），这篇文章探讨了研究生越来越大的压力，要求他们参与和记录课程要求的“非全日制”活动。文章特别考虑了研究生参加课外活动的矛盾庆祝，这些活动挑战了资本主义和殖民主义的时间动态，而这些动态继续定义了他们研究生项目中的表现预期。认识到教师们通过鼓励将课外活动纳入研究生课程的时间表来加剧时间压力，文章最后考虑了修改《英语779-我们生活的时代》的方法，以更诚实地解决研究生生活的时间约束问题。
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Pub Date : 2023-04-07DOI: 10.1177/0961463X231161401
Cassiopea Staudacher
Time plays an integral role in understanding how the social is possible. However, most discussions of sociological classical thinkers—such as Georg Simmel—remain starkly underexplored in terms of their theories’ temporal presuppositions. While most responses to Simmel’s work credit him for his major contributions to the sociology of space, in this paper I aim to systematically reconstruct his explicit and implicit temporal assumptions and explore how these inform some of his social-theoretical writings and his sharp temporal diagnosis of modernity. For this purpose, I re-evaluate some of his central works using a theory distinction between social-theory, which aims to answer what constitutes the social, versus theory-of-society, where the key focus is what form or forms human societies have taken so far, and especially what form modern society takes. By offering a new reading of Simmel’s philosophical and sociological writings, I formulate a comprehensive social theory of time, in which time is both located within individual consciousness and reciprocally mediated by a culturally fixed and supra-individual timeframe, thus highlighting the temporal tensions between individual flexibility and social standardization and coordination. Simmel’s diagnosis of modernity reveals a conceptualization of time in spatialized terms, a monetization of time, and an acceleration of life.
{"title":"Simmel’s sociology of time: On temporal coordination and acceleration","authors":"Cassiopea Staudacher","doi":"10.1177/0961463X231161401","DOIUrl":"https://doi.org/10.1177/0961463X231161401","url":null,"abstract":"Time plays an integral role in understanding how the social is possible. However, most discussions of sociological classical thinkers—such as Georg Simmel—remain starkly underexplored in terms of their theories’ temporal presuppositions. While most responses to Simmel’s work credit him for his major contributions to the sociology of space, in this paper I aim to systematically reconstruct his explicit and implicit temporal assumptions and explore how these inform some of his social-theoretical writings and his sharp temporal diagnosis of modernity. For this purpose, I re-evaluate some of his central works using a theory distinction between social-theory, which aims to answer what constitutes the social, versus theory-of-society, where the key focus is what form or forms human societies have taken so far, and especially what form modern society takes. By offering a new reading of Simmel’s philosophical and sociological writings, I formulate a comprehensive social theory of time, in which time is both located within individual consciousness and reciprocally mediated by a culturally fixed and supra-individual timeframe, thus highlighting the temporal tensions between individual flexibility and social standardization and coordination. Simmel’s diagnosis of modernity reveals a conceptualization of time in spatialized terms, a monetization of time, and an acceleration of life.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"210 - 231"},"PeriodicalIF":2.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48971154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1177/0961463X231161849
Katrine Duus, Maja Hojer Bruun, Anne Line Dalsgård
This article is based on ethnographic fieldwork among bicycle food delivery riders in Brussels who worked through the digital platform Deliveroo. The article engages the riders’ specific temporal experiences of platform work. Platform work through digital apps creates an image of aspatial real-time. However, using the notion of the ‘data double’, we demonstrate that the riders not only have to navigate the cityscape of Brussels on their bikes. They also have to cope with unwanted waiting time caused by the frictions between the data doubles in the app and the spatiotemporal structure of the food delivery economy. We argue that the riders manage to bridge the gap between the logic of the app’s real time and the spatiotemporal and economic constraints. They do so by employing different tactics for manipulating the temporal structure of the app as well as their own experience of time. Drawing on Michael Flaherty’s work, we call these tactics ‘time work’. Most of the interviewed riders did not envision working through the digital platform as a career. Instead, Deliveroo provided a temporary and flexible way to cover their expenses while preparing for other, more important issues such as finishing their education. Studies of digital platform work often highlight the extremely precarious working conditions of food delivery riders, but they have lacked a closer exploration of the platform workers’ own temporal experiences of work. This article brings new empirical insight to studies of digital platform work and, particularly, demonstrates that Deliveroo riders in Brussels are both ‘victims and architects of time’. Overall, this article contributes to a better understanding of the experience of time under platform capitalism.
{"title":"Riders in app time: Exploring the temporal experiences of food delivery platform work","authors":"Katrine Duus, Maja Hojer Bruun, Anne Line Dalsgård","doi":"10.1177/0961463X231161849","DOIUrl":"https://doi.org/10.1177/0961463X231161849","url":null,"abstract":"This article is based on ethnographic fieldwork among bicycle food delivery riders in Brussels who worked through the digital platform Deliveroo. The article engages the riders’ specific temporal experiences of platform work. Platform work through digital apps creates an image of aspatial real-time. However, using the notion of the ‘data double’, we demonstrate that the riders not only have to navigate the cityscape of Brussels on their bikes. They also have to cope with unwanted waiting time caused by the frictions between the data doubles in the app and the spatiotemporal structure of the food delivery economy. We argue that the riders manage to bridge the gap between the logic of the app’s real time and the spatiotemporal and economic constraints. They do so by employing different tactics for manipulating the temporal structure of the app as well as their own experience of time. Drawing on Michael Flaherty’s work, we call these tactics ‘time work’. Most of the interviewed riders did not envision working through the digital platform as a career. Instead, Deliveroo provided a temporary and flexible way to cover their expenses while preparing for other, more important issues such as finishing their education. Studies of digital platform work often highlight the extremely precarious working conditions of food delivery riders, but they have lacked a closer exploration of the platform workers’ own temporal experiences of work. This article brings new empirical insight to studies of digital platform work and, particularly, demonstrates that Deliveroo riders in Brussels are both ‘victims and architects of time’. Overall, this article contributes to a better understanding of the experience of time under platform capitalism.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"190 - 209"},"PeriodicalIF":2.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-20DOI: 10.1177/0961463X231157883
K. Naidu
This article explores the temporal dimensions of in-country educational experiences in relation to their potential to contribute to the development of intercultural capacities. Given trends in higher education towards ‘globalising’ students and the perceived benefits of study abroad, this article argues for a detailed and nuanced examination of the temporal dimensions of such experiences. This analysis reveals the complex and multiple ways in which relations to ‘time’ might act pedagogically upon participants. Drawing on a study of Australian university students undertaking semester-long programs in Indonesia, qualitative data gathered over a period of time (pre-departure, while in-country, and post-return) demonstrates the ways in which temporality operates in the potential development of interculturality. Firstly, engagement with alternate temporal framing is considered, through a discussion of students’ navigation of ‘Indonesian time’. Secondly, the multitude of times operating in this context are examined. Finally, the significance of diverse temporal rhythms in-country is discussed. Utilising Bourdieu’s conceptual tools, particularly the notion of habitus, these three areas of analysis indicate the significance of understanding the development of intercultural capacities as a range of pedagogic processes that are both cumulative and embodied. This research demonstrates how engaging with diverse temporal relations in-country can function pedagogically to expand one’s repertoire of dispositions; not only through an opening up to new ‘possibles’, but also through allowing time to establish new responses and ways of being in the world.
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Pub Date : 2023-02-15DOI: 10.1177/0961463X231156948
Francisca Mullens, I. Glorieux
In 2019, Femma Wereldvrouwen, a Belgian women’s organization experimented with a 30-hour workweek on organizational level. All full-time employees reduced their weekly working hours from 36, 34, or 32 (depending on their age) to 30. The experiment lasted one calendar year. By integrating a sociological temporal lens and considering the different levels in the organization, this study investigates how the organization has adapted their work to a shorter workweek based on 20 in-depth interviews and 4 focus-group interviews with employees. We find that Femma Wereldvrouwen combined structural changes on organizational and team level in a formalized way, with room for individual employees to find their own new temporal strategies in a shorter workweek. These strategies relate to focused work and consciousness of time. Although this combined responsibility of making a shorter workweek work was fairly successful, Femma Wereldvrouwen also faced some challenges, such as the lack of “fun” interaction through breaks, and time for “white space” in work.
{"title":"Reducing weekly working hours: Temporal strategies and changes in the organization and experiences of work-Results from a qualitative study of a 30-hour workweek experiment","authors":"Francisca Mullens, I. Glorieux","doi":"10.1177/0961463X231156948","DOIUrl":"https://doi.org/10.1177/0961463X231156948","url":null,"abstract":"In 2019, Femma Wereldvrouwen, a Belgian women’s organization experimented with a 30-hour workweek on organizational level. All full-time employees reduced their weekly working hours from 36, 34, or 32 (depending on their age) to 30. The experiment lasted one calendar year. By integrating a sociological temporal lens and considering the different levels in the organization, this study investigates how the organization has adapted their work to a shorter workweek based on 20 in-depth interviews and 4 focus-group interviews with employees. We find that Femma Wereldvrouwen combined structural changes on organizational and team level in a formalized way, with room for individual employees to find their own new temporal strategies in a shorter workweek. These strategies relate to focused work and consciousness of time. Although this combined responsibility of making a shorter workweek work was fairly successful, Femma Wereldvrouwen also faced some challenges, such as the lack of “fun” interaction through breaks, and time for “white space” in work.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"146 - 168"},"PeriodicalIF":2.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1177/0961463X231156322
Dawn Lyon
This short article shares the innovative pedagogic practices I explored and developed to nurture temporal reflexivity in the classroom to engage students in the study of the sociology of time in the context of the COVID-19 pandemic and a local strike. It takes the reader through the module as it was structured and delivered in two parts: from calendars to calibration and from memory to procrastination. This is interspersed with details of the learning exercises we undertook in the classroom and the module assignments.
{"title":"Teaching the sociology of time in a time of disruption (a strike and a pandemic)","authors":"Dawn Lyon","doi":"10.1177/0961463X231156322","DOIUrl":"https://doi.org/10.1177/0961463X231156322","url":null,"abstract":"This short article shares the innovative pedagogic practices I explored and developed to nurture temporal reflexivity in the classroom to engage students in the study of the sociology of time in the context of the COVID-19 pandemic and a local strike. It takes the reader through the module as it was structured and delivered in two parts: from calendars to calibration and from memory to procrastination. This is interspersed with details of the learning exercises we undertook in the classroom and the module assignments.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42586369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/0961463X221148804
J. Martín-Olalla
Dear Editors, Recently, Gentry et al. (2022) analyzed the impact of the east–west gradient within a US time zone on the vehicle fatalities from the year 2006 to the year 2017. They distinguished control localities—those inside the physical time zone corresponding to their winter local time, referred as solar, as an example Houston, Texas—and the tested localities—those outside, west of, their physical time zone, referred as Eccentric Time Locality (ETL), as an example Amarillo, Texas. Their results were summarized on their Table 3, where population sizes P, accumulated fatalities F, and the fatality rates R = F/P are listed for the solar and the ETL groups. Gentry et al. (2022) reported worse scores (larger fatalities) in the Eastern, Central, and Mountain ETL: 23.8%, 17.7%, 26.5%, respectively, comparing pairwise a solar location to their corresponding ETL. All else equal, east–west gradient may impact societal issues like traffic accident rates. However, the impact reported by Gentry et al. (2022) is staggering large. I offer an alternative explanation for their findings. In their analysis, the authors implicitly assume that F scales with P through different geographical localities. However, when dealing with heterogenous social magnitudes like F, one should consider F }Pαe, where αe is an empirical exponent, which may or may not be equal to one. I provide an analogy based on mortality. I got weekly numbers of deaths in Spain since the year 2000 disaggregated by NUTS3 regions (N = 52). I tested the logarithm of the accumulated values against the logarithm of the average population in every region. I found αe = 0.921 with 95% confidence interval (CI) [0.864, 0.978] and Person’s
{"title":"Fatality risks in eccentric time localities: Not that elevated","authors":"J. Martín-Olalla","doi":"10.1177/0961463X221148804","DOIUrl":"https://doi.org/10.1177/0961463X221148804","url":null,"abstract":"Dear Editors, Recently, Gentry et al. (2022) analyzed the impact of the east–west gradient within a US time zone on the vehicle fatalities from the year 2006 to the year 2017. They distinguished control localities—those inside the physical time zone corresponding to their winter local time, referred as solar, as an example Houston, Texas—and the tested localities—those outside, west of, their physical time zone, referred as Eccentric Time Locality (ETL), as an example Amarillo, Texas. Their results were summarized on their Table 3, where population sizes P, accumulated fatalities F, and the fatality rates R = F/P are listed for the solar and the ETL groups. Gentry et al. (2022) reported worse scores (larger fatalities) in the Eastern, Central, and Mountain ETL: 23.8%, 17.7%, 26.5%, respectively, comparing pairwise a solar location to their corresponding ETL. All else equal, east–west gradient may impact societal issues like traffic accident rates. However, the impact reported by Gentry et al. (2022) is staggering large. I offer an alternative explanation for their findings. In their analysis, the authors implicitly assume that F scales with P through different geographical localities. However, when dealing with heterogenous social magnitudes like F, one should consider F }Pαe, where αe is an empirical exponent, which may or may not be equal to one. I provide an analogy based on mortality. I got weekly numbers of deaths in Spain since the year 2000 disaggregated by NUTS3 regions (N = 52). I tested the logarithm of the accumulated values against the logarithm of the average population in every region. I found αe = 0.921 with 95% confidence interval (CI) [0.864, 0.978] and Person’s","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"232 - 235"},"PeriodicalIF":2.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-07DOI: 10.1177/0961463X221148814
Corey J. Miles
The criminalization of Blackness has led to premature death, high incarceration rates, and psychological stress, all of which impact Black people’s temporal horizons. Working in conversation with scholars who empirically documented how Blackness is criminalized and time is racialized, this work explores the degree in which carceral understandings of time provide a framework to better comprehend Black people’s temporal experiences. Data for this study include in-depth interviews with six students and 16 graduates from Historically Black Colleges and Universities (HBCUs) across six universities in the southern United States and 22 months of observations at a HBCU in southeastern United States. The results indicate that the respondents experience temporal traps that restrict the temporal possibilities of Black people and temporal stasis as they feel trapped within an ongoing history of anti-Black violence. They narrate a desire to “take their time” and “save time” to resist the dominant temporal order. The operative “take” signifies the creating of temporal possibility through uncoupling time’s relation to racial structures and “save” signifies freeing time from the structural demands of white supremacy.
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