Pedagogies of Hybridity in the Post-Pandemic University

    Research output: Book/ReportCommissioned report


    The use of hybridity as a disparate and paradoxical concept has proliferated in post pandemic societies and discourses, rendering it an increasingly elusive concept. In Higher Education (HE) it is frequently used as a functional, neutral term for managing students? expectations for accessing learning in particular modalities, aligned with performative discourses, uneasy within the dichotomous logics that dominate HE. This fails to attend sufficiently to the conceptual potential of hybridity discourses for understanding learning and living temporalities, spatialities, virtualities and materialities for students, characterised by ambiguity, lethargy and precarity. We explore these characteristics and their affordances within a figuration of contemporary HE as postdigital, proposing this as fertile ground for hybridity-thinking as a tempospatial and socio-material practice where renewed and reimagined repertoires of enquiry might emerge. Through our discussions we thread findings from an empirical small-scale study into HE students? experience of hybrid learning and living, illuminating the unequal experiences of time, space, and matter on students? sense of access, engagement and belonging. We consider the implications of hybridity-thinking as a counter temporal regime for institutional and pedagogic practices that are ethical, relational and that contribute toward HE?s purpose for equity, care, response-able and generative engagement within hybrid ecologies of existence.
    Original languageEnglish
    PublisherSociety for Educational Studies
    Publication statusPublished (VoR) - 1 Sept 2023


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