At the thirteenth International Congress of Qualitative Inquiry (ICQI) held at the University of Illinois in May 2017, I had the privilege of organising and being part of a session called ‘Slowness, laziness, and stupidity: Antidotes to seemingly ‘effective’ scholarship and the neoliberal academy’. The aim of the session was to disturb what have become ‘ordinary’ neoliberally derived strategies and practices that qualitative inquirers are urged to embrace and enact daily. These include researching faster and working harder in order to produce more research ‘output’, calculated by the number of published papers and the amount of research funding won; and teaching smarter and more efficiently to produce more student completions in less time, with less workload.