Theorizing ‘the future’ in higher education: A framework for studying affective futurity

Abstract

This paper contributes to existing theorizations of ‘the future’ in higher education by elaborating on the concept of ‘affective futurity.’ Beginning with its original articulation in Rebecca Coleman’s (2018) work, I advance an argument that shows how the notions of potentiality and intensity are helpful in conceptualizing the future(s) of higher education as affective. The affectivity of the future is theorized through a discussion of the notion of ‘affective regimes’, focusing in particular on the manifestation of anticipatory and preemptive regimes. The analysis of examples of hope and optimism illustrates that affective futurity is a complex, multidimensional concept, with the future and present being experienced differently by various social groups. This analysis has important implications for equity and social justice in higher education. The paper concludes by suggesting some ideas for studying the affective futurities of higher education, highlighting how power works affectively though affect, discourse and materiality.