Hospicing urgency: Science fictional responses to qualitative pedagogy

In this paper I practice hospicing as ‘science fictional behavior’ to consider my relationship to the promises and legacies of the system of knowledge production and truth making supported by the academy. In doing so, I offer strategies and practices to imagine how we might be otherwise. To hospice philosophy, I accept the inevitable demise of the system of educational philosophy as-we-know-it, and map the ways in which I have taught, practiced, and been taught are caught up in the hierarchies, production, and projects of mastery within academia. I engage my philosophical inheritances and specifically focus on the (re)production of a sense of urgency and how it circulates across educational spaces. I wonder, how might our(my) relationship to philosophy and theory in educational research change if we(I) interrogated our desires of this system, what we(I) (still, unthinkingly, unconsciously) hold onto.