Alone-Time and Loneliness in the Academia

Jandrić, Petar

doi:10.1007/s42438-022-00294-4

Cited by 13 publications

(4 citation statements)

References 26 publications

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“…For example, while loneliness can cause one to feel dejected (chapters 17 and 18), it can serve as a learning ground for those who wish to find their expressive self in solitary circumstances (chapter 19). These understandings echo the discourse where one can find punitive solitude (Harber, 2004: O'Donnelle, 2014, punitive silence (Ovid, 2005) and punitive loneliness (Cacioppo & Hawkley, 2009) as much as good solitude (Huppert, 2010), good silence (Winichakul, 2020) and good loneliness (Jandrić, 2022).…”

Section: Major Features Of the Bookmentioning

confidence: 67%

Book Review: The Bloomsbury Handbook of Solitude, Silence and Loneliness

Bao

2022

J. Silenc. Stud. Educ.

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This review outlines some key contents and features of a recently published handbook, perhaps the first comprehensive collection of scholarly works that brings together the three related themes, solitude, silence and loneliness. The volume also represents a dialogic and idea-sharing space among researchers in these areas. Some authors are members of the International Society for Research on Solitude (ISRS); others are editorial members of the Journal of Silence Studies (JSSE). As a humble but growing field, these themes have increasingly attracted scholarly attention, evident in activities such as the annual Alone Together Symposium initiated by Prof Julian Stern (UK) and Dr Malgorzata Walejko (Poland), the forthcoming Solitude Book Series with Bloomsbury, many research articles contributing to the Journal of Silence Studies (JSSE), among other undertakings that are expanding the body of research-based knowledge in silence studies.

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Section: Major Features Of the Bookmentioning

confidence: 67%

Book Review: The Bloomsbury Handbook of Solitude, Silence and Loneliness

Bao

2022

J. Silenc. Stud. Educ.

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“…In a search to conclude or contextualise this story academically, a recent piece by Jandrić (2022) appeared to arise as a ghostly companion. I next use this article to contextualise and link the story above to the wider conversation about the affective turn for in his piece the author expresses a 'deep conviction that feeling is just as important as thinking' (Jandrić 2022). The article explores the affective experiences of academics around the curious axis of human connection: 'While most of us desperately need more alone-time, it is hard to find a person who actively seeks loneliness.…”

Section: Discussionmentioning

confidence: 99%

“…The article explores the affective experiences of academics around the curious axis of human connection: 'While most of us desperately need more alone-time, it is hard to find a person who actively seeks loneliness. But the two are not distinguished easily… especially because spending extended periods of time alone seems to be crucial for creative work (Jandrić 2022).…”

Section: Discussionmentioning

confidence: 99%

Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon

Costello

2022

Postdigit Sci Educ

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The pressing problems we face from wars to pandemics erupt against the less dramatic background of the mundane continued destruction of our planet as a habitable realm. In education, technology can be environmentally destructive in a variety of ways. Educators may feel the urge to address these matters but we also know that EdTech solutionism can create new problems as fast as it fixes old ones. Something in the urgency of the fix may be the problem. It may be that we are too desperate to fill a hole in the world that we only see through a hole in ourselves. Hence, in order to truly escape our colonised and domesticated fates, we need to rewild our very thinking. We need to examine the underlying emotional tones and waves that cause us to act as we do against our own interests and that of our planet. This conundrum is explored here through the device of storytelling using a multimodal speculative auto-ethnography to push into realms beyond mere utility and out into conceptual wilds. No fixes or solutions are offered here for the planet. Lifeless celestial objects such as the sun and moon loom large by contrast. Both have walk-on parts in this tale, and watch us as we watch them, with whatever love and kindness we can.

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“…The isolation embedded with teaching as a profession has been often reiterated (Stewart and McClure, 2013;Jandri c, 2022), but Freire (1972) reminds us that genuine academics cannot undertake a passive existence. Being true to their professional identity necessitates engagement with the world they inhabit.…”

Section: Dialogue As Collaboration and Methodology: 'Doing' Our Resea...mentioning

confidence: 99%

Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

Lahiri-Roy

Whitburn

2023

QRJ

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PurposeThis paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for diverse teachers. Working as tempered radicals, they contend that anything less is exclusionary.Design/methodology/approachUsing a reciprocal interview method and drawing on Freirean ideals of dialogue and education as freedom from oppression, the authors offer dual perspectives from specific positionings as a non-tenured woman academic of colour and a tenured staff member with a disability.FindingsIn framing this work dialogically and through Freirean ideals of conscientização, the authors' collective discussions politicise personal experiences of marginalisation in the teaching and researching of inclusion in education for preservice teachers, or more pointedly, in demonstrating the responsibility of all to orientate towards context-dependent inclusive practices. They assert that to enable educators to develop inclusion-oriented practice, the contextual frameworks need to ensure that they question their own experiences of inclusion as potentially precarious to enable meaningful teaching practice.Research limitations/implicationsIt offers perspectives drawing on race, dis/ability and gender drawing on two voices. The bivocal perspective is in itself limitation. It is also located within a very Australian context. However, it does have the scope to be applied globally and there is opportunity to further develop the argument using more intersectional variables.Practical implicationsThe paper clearly highlights that universities require a sharper understanding of diversity, and minoritised staff's quotidian negotiations of marginalisations. Concomitantly inclusion and valuing of the epistemologies of minoritised groups facilitate meaningful participation of these groups in higher education contexts.Social implicationsThis article calls for a more nuanced, empathetic and critical understanding of issues related to race and disability within Australian and global academe. This is much required given rapidly shifting demographics within Australian and other higher education contexts, as well as the global migration trajectories.Originality/valueThis is an original research submission which contributes to debates around race and disability in HE. It has the potential to provoke further conversations and incorporates both hope and realism while stressing collaboration within the academic ecosystem to build metaphorical spaces of inclusion for the minoritised.

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Alone-Time and Loneliness in the Academia

Cited by 13 publications

References 26 publications

Book Review: The Bloomsbury Handbook of Solitude, Silence and Loneliness

Book Review: The Bloomsbury Handbook of Solitude, Silence and Loneliness

Rewild My Heart: With Pedagogies of Love, Kindness and the Sun and Moon

Precarious inclusion: A collaborative account of casualisation and teaching leadership challenges at the post-pandemic university

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