In recent years, scholars have critiqued norms of neoliberal higher education by calling for embodied and anti-oppressive teaching and learning. Implicit in these accounts, but lacking elaboration, is a concern with reformulating the notion of ‘time’ and temporalities of academic life. Employing a coloniality perspective, this article argues that in order to reconnect our minds to our bodies and center embodied pedagogy in the classroom, we should disrupt Eurocentric notions of time that colonize our academic lives. I show how this (...) entails slowing down and ‘being lazy’. (shrink)

Despite the growing debate about scholarly impact, an analysis of the onto-epistemic grammar underlying impact has remained absent. By taking a different analytical approach to examining impact, we interrogate the concept through the lens of decolonial thought. We offer an empathetic review of the impact scholarship and illuminate the limits of the modern imaginary that circumscribe critiques of impact in the literature, making visible the Eurocentric and provincial horizons of modern reason underlying these critiques and impact in general. Drawing on (...) Śūnyatā ontological perspective, we seek to articulate from modernity imaginary’s edges and suggest imagining and being otherwise. We argue that the question of scholarly impact is intimately structured by and connected to the modern subject’s desire for ontological security. (shrink)

In early 2020, many instructors and students in a university setting experienced an abrupt shift to digitally-mediated teaching and learning replacing in-person seminars due to the COVID-19 pandemi...