“Being in the Worldˮ: The Two-Fold Structure of Everyday Life

2013 ◽  
pp. 33-49
Urban Studies ◽  
2017 ◽  
Vol 56 (4) ◽  
pp. 836-851 ◽  
Author(s):  
Daniel E Agbiboa

Turning the table on Henri Lefebvre’s argument that the structure of everyday life is closely associated with the non-accumulative routing of cyclical or immanent time whereas it lags behind the forward-moving linear or transcendent time, I argue that cyclical and linear time are in fact intertwined in lived reality and popular imagination. This suggests that the ebb and flow of time cannot be grasped in rigidly binary terms such as the opposition of cyclical and linear time. Interrogating popular arts like the entextualised slogans painted on the mobile bodies of commercial minibus-taxis ( danfos) and tricycles ( keke napeps) in Nigeria’s – and in fact, sub-Saharan Africa’s – most populous city, I argue that the interaction of these seemingly conflicting representations of time affects and ultimately shapes the grounds of our meaning(lessness), (in)security and being-in-the-city. At these interfaces and interstices of conflicting notions of time, and in the interchange between familiar and unfamiliar termini, a powerful sense of unknown (or future) time can emerge, which in turn reinforces the need for a more experimental re-positioning and re-orientation in everyday urban life.


Manuscript ◽  
2021 ◽  
pp. 672-677
Author(s):  
Mikhail Vladislavovich Krzhizhevskiy ◽  
◽  
Elena Alekseevna Solentsova ◽  

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.


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