By Claudia Matus
Imagining Time and area in Universities provides severe theorizations of time and area to research discourses and practices of globalization and internationalization. As either dimensions were understood in separate and hierarchical modes restricted consciousness is given to cultural meanings embedded in those institutional rules and practices.
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Extra resources for Imagining Time and Space in Universities: Bodies in Motion
1996, p. 5). The important point in here is that the opportunities subjects have to think about who they are in relation to spaces and pasts, presents, and futures are political in such a way that institutions become spaces for containing identities; for example, the foreigner has to occupy a given experience that is charged with particular ideas of race, class, gender, sexuality, and the like. Time, institutional time, is also loaded with specific ideas of progress and advancement for the international scholars and students.
How did international trajectories help them to question their sense of themselves and how did they produce new ways of politicizing what they do within their disciplines? One important feature in their responses was how academic writing became an important political site to access critical ways of questioning institutional practices. I also used university policies and research studies to tell more about the ways institutional spaces and times are created for those people who do academic travel.
I just opened the interview with this question and follow-up questions were almost unnecessary. Something happened in the ways they were affected by this question. It articulated how participants actually live institutional space and time and the ideal spaces and times the act of writing brings with it. These passages are visited in chapter seven. All the participants not only answered questions that I prepared, but also formulated through dialogue their own conceptions of their experiences and raised new questions I had not considered.