Titlebook: Reimagining the Academy; ShiFting Towards Kin Alison L Black,Rachael Dwyer Book 2021 The Editor(s) (if applicable) and The Author(s), under

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Envisioning Caring Communities in Initial Teacher Educationare is used as a discursive device to critically examine attitudes, behaviours, and strategies for teaching and relationship building in university contexts. The authors and fellow academics approach care through autoethnographic reflection. Questions raised include: How do academics create caring c

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Writing, Playing, Transforming: A Collaborative Inquiry into Neoliberalism’s Effects on Academia, aninjustices based on gender and intersecting axes of marginalisation/privilege. Responding to Harré et al.’s (., 5–13, 2017) case for the “infinite game” as activism to resist and remake unliveable scenarios of the neoliberal academy, the chapter explains why collaborative writing–based research suit

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The In/Finite Game of Life: Playing in the Academy in the Face of Life and Deathr narrative reflection on personal catalysts that have caused shifts in the way the authors choose to play the games of life and academic work. As in most improv games, the aim is to take joy in the process of playing and creating together rather than in point scoring or knocking each other out. The

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Beyond Survival: The , to Aesthetic Writingrenewal? The authors, travelling to two academic conferences in Hiroshima, Japan, pose this question. Conferences are pockets of mobile identity-formation occurring outside the normal life of universities while at the same time perpetuating discourses, particularly hierarchies and power-plays. Confe

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Reimagining the Academy: Conceptual, Theoretical, Philosophical, and Methodological Sparks,rpinnings of this research collection, the co-editors foreground in this chapter the conceptual ‘sparks’ being explored in the book and describe how these situate and support feminist efforts to inhabit the academy differently.

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Black Warrior Women Scholars Speakwith white women—those who would collectively locate themselves through platforms of ally-ship. The authors consider that solutions may not be easily found, but that efforts to find solutions should remain.

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A Collective Feminist Ethics of Care with ,: Embodied Time in the , Spaces of Women’s Academic Workself-care’, shifting it away from the individual experience towards a more collective movement. Doing this helps to recapture the pleasure and purpose that characterises ‘timeless time’, thereby positively influencing everyday cultures of practice in higher education.