Theorizing clock time-as-affect in the decolonization of higher education
本文提出“时钟时间作为情感”的概念，通过两个案例研究，分析时钟时间如何通过情感反应影响高等教育的去殖民化进程，揭示其作为殖民和资本主义遗产的约束与抵抗潜力。
While decolonization in higher education has emphasized epistemological, pedagogical, and institutional change, the role of clock time as an affective force remains underexplored. Clock time, understood as linear, homogeneous measurement (e.g. clocks, calendars), structures academic life and shapes how decolonization unfolds. This paper introduces the concept of clock time-as-affect to examine how temporal regulation disciplines bodies and minds while generating affective responses that influence possibilities and limits for decolonial work. Drawing on two published case studies, we show how clock time produces specific affective orientations that guide curriculum and pedagogy. Far from neutral, clock time is embedded in colonial and capitalist histories, governing academic rhythms and constraining alternative modes of knowing and relating. Recognizing its affective dimensions opens theoretical and practical pathways for reimagining alternative temporalities, positioning clock time as both a constraint and a potential site of resistance in decolonizing higher education.