By Claudia Matus
Imagining Time and area in Universities provides severe theorizations of time and house to investigate discourses and practices of globalization and internationalization. As either dimensions were understood in separate and hierarchical modes constrained cognizance is given to cultural meanings embedded in those institutional regulations and practices.
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Extra info for Imagining Time and Space in Universities: Bodies in Motion
6 In so many ways, this book explores how the political aspects of our narratives shape our lives. ” (p. 181) What I Do In chapters three and four I will go back to a qualitative exploration of the experiences of international students in a graduate school in the United States. In this research, I looked at how the conceptualizations of time and space of a group of graduate international students from different countries (Turkey, Japan, Colombia, and Kenya) are shaped and transformed by studying overseas particularly after September 11, 2001 in the United States.
As I moved through these interviews and texts I came to understand the ways gender, sexuality, and race were very useful to explain the relations to space and time. In so many ways, these conceptual tools organized people’s own notions of the meanings of the past, Methodological Twists 31 present, and future. Thus, I do not intend to apprehend a true self or a true experience, rather I set out to engage within the framework of these participants’ imagination of time and space and explore in what ways they may offer other ways to live institutions.
This form of nostalgia is in charge of reproducing the firmly established imaginary picture of the world. Such a nostalgia assumes “that space and society [were] mapped on to each other and that together they were, in some sense ‘from the beginning,’ divided-up” (Massey, 2005, p. 65). Nostalgia is represented as “a return to an original point of departure or home [as] belonging, [as a way to live] in our primitive world, the timelessness or eternal return of [the] mythic being” (Game, 2001, p. 230).