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This article draws on the concept of ‘timescape’ (Adam, 1998) to explore the context of distance learners' stories about their reasons for studying. It examines these learners' narratives of being located in a socio-historical time and space in which there is a greater need for flexibility in relation to the times and spaces of work and how this is underpinned by a strong sense of insecurity of work. Engaging in continued learning becomes one means of coping with this timescape, by becoming more flexible and remaining employable. In exploring these micro-level narratives, this article highlights both some of the multiple, interlinked layers of time and space, the impact of macro-level discourses of flexibility, insecurity and lifelong learning, and the gendered and other power relations around these. It also reflects on the theoretical and empirical use of the concept of the timescape, arguing that the narrative or biographical approach provides a useful means through which to explore the timescapes of individuals and groups.

The apparent absence of learners from the spaces and times of the institution is usually seen as a negative element of distance learning, positioning distance learners as other to the ‘norm’ of the present, on‐campus, traditional student. This paper explores the narratives of a group of distance learners, highlighting that these learners primarily see being outside the spaces and times of the university as an opportunity. Rather than creating a sense of otherness, it is regarded as giving a sense of control, allowing space and time in which to take up their studies alongside demanding jobs and caring roles.

Using a feminist post-structuralist framework of discursive analysis, this article explores the ways in which women academics with children are both positioned and positioning within the complex and often contradictory discourses surrounding the 'successful academic' and the 'good mother'. A biographical approach is taken to explore these discourses within the everyday experiences of Susan, an academic and mother. It is argued that while the intersection of these discourses--which are fluid and in process, rather than fixed and unchanging--creates conflict for mothers, not only within the academy but also in terms of their subjectivities outside of the academy, they can also provide sources of empowerment and potentially a space in which mothers can begin to consider the possibilities for new ways of being within the academy. Implications for the academic community and higher education institutions are discussed, with a particular focus on the development of a critical literacy.