Abstract
ABSTRACT Neoliberal ideology has transformed higher education timescapes in profound ways. However, research has given limited consideration to how pedagogical practices can create a space for students to reshape these timescapes. By drawing upon empirical material, I will first explore how students reflect upon timescapes in an interdisciplinary course. From the student accounts, it appears that it is possible to create spaces that enable students and teachers to express, explore, and negotiate their perspectives and co-create the timescape of courses. In addition, I will explore how an emphasis on dialog, relations, and reflections is perceived by the students and discuss how these pedagogical approaches provide opportunities for the co-creation of timescapes. Finally, I will highlight emerging possibilities to frame a counter narrative to neoliberalism in higher education that accentuates principles and values of authenticity, reciprocity, being more, hope, and collective responsibility.
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