by Dina Zoe Belluigi and Roxana Chiappa
These are the notes compiled for oral contributions, by ACUSAfrica network contributors Dr Dina Zoe Belluigi & Dr Roxana Chiappa, who were invited discussants at the launch of a Special Issue of the journal Higher Education 82:4. The Special Issue, ‘Stuck and sticky in mobile academia: reconfiguring the im/mobility binary’, was edited by Charoula Tzanakou and Emily Henderson as per of the work of the Academic Mobilities and Immobilities Network.
An excerpt of these notes gives you a sense of the content of these notes:
"So Roxana and I exchanged ideas and decided that rather than offer distinct contributions, we would organise across our talks and select a few themes which spoke to us. These begin with – perhaps inevitably when we talk about the 'uni-versity' and also 'the global' – the colonial matrix, and one of the explicitly engaged-with concerns within this Special Issue, that of gender and care. Roxana will launch us into thinking about that, and where it does and could journey. I will then turn to questions that arise about the modes of modality engaged with, asking questions about the borderedness of the institutional, and then from that, how academic citizens are seen/ not seen, and what that may mean in the many incidences of the erosion of the institutional and of academic status and communities, from economic disempowerment, oppression, war, displacement, and so on.... the second part of our discussion, turns to the critical study of critical Higher Education Studies, and what this Special Issue inspired us to deliberate, including questions such as, what brings our attention as researchers to what we ask, and what is the relation of that to stuckness, stickiness, place, power and its conditions? Which of course then leads us to thinking what are we not answering?"
To view our full notes, access this file below:
Most of the papers of the Special Issue are open access, see https://link.springer.com/journal/10734/volumes-and-issues/82-4
The launch event was held on the 11 March 2022 online, and was supported by Oxford Brookes University Equality, Diversity and Inclusion RIKE Network.