This study draws on a feminist perspective on time and space, or a feminist time and space literacy, in order to better understand the times and spaces in distance learning. I seek to respond to some of the key gaps in the literature by considering the multiplicity of times and spaces in distance learning, and the underpinning power relations, within respondents' stories of being a distance learner. This research makes a substantial contribution to the research on time, space and distance learning. This is not only in terms of bringing a feminist time and space literacy to the area of distance learning but, by doing so in conjunction with data collected over time and space, it also adds many new layers to the stories about the multiplicity of times and spaces in distance learners' lives, and the ways in which gendered and other power relations shape these. Moreover, this study has contributed to the wider body of feminist knowledge in seeking to explore a multiplicity of times and spaces in women and men's lives- as opposed to a binary of women's time and space and men's time and space - and in seeking to focus on time and space simultaneously
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