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245 1 0 _aEducational Research and the Question(s) of Time
_h[electronic resource] /
_cedited by David R. Cole, Mehri Mirzaei Rafe, Gui Ying Annie Yang-Heim.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aXX, 579 p. 42 illus., 29 illus. in color.
_bonline resource.
336 _atext
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338 _aonline resource
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505 0 _aSection 1 Time Revolution(s) in Education -- Prelims -- 1 Educational Research and the Questions(s) of Time -- Part I Towards a New Philosophy of Educational Time -- 2 What happens next? The Question of Time in Educational Research -- 3 Deep Time and the Anthropocene -- 4 Lived temporalities: A radical praxis of Belonging with/in the post-wilds -- 5 Educational Research and the Temporalities of Enclosure -- Part II Higher Education, Time, and Learning -- 6 Timescapes of Educational Research and Development -- 7 Understanding and nurturing emergence – Explorations of the temporality of being and becoming in Higher Education contexts -- 8 Temporal equity in Educational Research and the Doctoral student -- 9 Network time: Duration and Invention in Educational Research -- 10 A Critical Inquiry of Intercultural Collaboration in U.S. Teacher Education through a Cultural Concept of Inyeon -- Part III Schooling, the Curriculum and Time -- 11 Time Reimagined for Curriculum Theory and Practices -- 12 Time asa Resource in Education: A Paradigm in Tracking, Assessment, and Culture -- 13 Time Passes, Will You?: Exploring the Experience of Time as Chronos and Kairos in the High School Biology Classroom -- 14 Acceleration in school time: Issues of educational justice between the use of technology and the idea of skholé -- Part IV Further issues in Displacement and Technologies of Educational Time -- 15 Open Educational Resources: Time, Resources and Sustainability in an Ephemeral Digital World -- 16 The Question of Sustainability: Rethinking Identity Crises in Education among Migrant Groups -- 17 Learning Spaces Lost in Time: Educational Research Uncovers Rural Schools Entangled with Past, Present and Future -- 18 The present and the future in the Indigenous Episteme: educational reflections on Krenak's thought -- 19 AFTERWORD: Time as a Field -- Section II The Time Dimension in Education -- Prelims -- 1 Educational Research and the Questions(s) of Time (Section II) -- Part I Education, Crisis, and the Future -- 2 SEEKING AN EMERGENCY ESCAPE RAMP ON THE BRINK OF THE ABYSS: REWINDING TIME WITH THE VULNERABLE -- 3 The Arrhythmic Politics of Contemporary (Doctoral) Education -- 4 Crises, Acceleration, and Recurring School Reforms -- 5 Educational Ecotopes: A Postformal Problematization of Time in Educational Research -- Part II Time, the Environment, and Educational Change -- 6 From Epimetheus to Prometheus: The Anthropocene as Education Challenge -- 7 REANDING OUT OF TIME THE EXTRACTIVSM FRAMES: EDUCATION AND MINING IN MINAS GERAIS, BRAZIL -- 8 A Multidimensional Perception of Time Connecting Our Inner and Outer World, and Connecting Education to the Earth and the Universe -- 9 Nurturing Time in Nature: Comparative case studies in outdoor education.-10 A Daoist perspective of time: Implications for reconceptualizing the ecological system theory -- Part III Reconstructing Time in Education given today’s conditions -- 11 A conceptual history of ambiguities and tensions in the policy development of the Australian Capital Territory education system -- 12 ‘Undoing time’: Making way for material-discursive practices in Higher Education -- 13 Reflecting the Attitudes of its Time -- 14 Retraining a Researcher’s Intuition: Curriculum Design and the Making of Time -- Part IV Time, Subjectivity, and Displaced Learning -- 15 Time as life trajectory. Weaving the threads between lives lived and time. Collaborative auto-ethnographic reflections on cross-cultural journeys related to experiences of migrant learning and teaching in Australia -- 16 Open Futures and Temporal Strategies in Refugee Higher Education in Lebanon and Jordan -- 17 Images of dislocated youth in Japan: A Deleuzian account of cinema time and education -- 18 AFTERWORD: Of Paraconsistent Times in a/the Nonmodern World.
520 _aThis book fully explores the question(s) of time in educational research and achieves the acceleration and merging of inquiry with action to understand change and implement these findings through practice. It deals with the philosophy of education, higher education, schooling (the curriculum), time displacement, technology, the environment and policy. This book focuses on time revolution(s). It explores new ways of thinking about time, that question a linear/arrow in time, and sets into motion an educational research agenda to extract revolutions of time. Furthermore, this book figures the dimension of time in teaching and learning by extending and deepening the engagement with time in education. For example, it analyzes the climate crisis in terms of education and how the realization that the climate is changing sits parallel and adjacent to pedagogy. The climate crisis and how to do anything about it through education is an example of how considering the dimension of time opens up education beyond quick or narrow fixes and introduces a profound synthesis for the future. Educational Research and the Question(s) of Time is a fascinating book on a subject very rarely focused on in education. Time. Early in the book the editors argue it is an analysis of time ‘in itself’ not time as part of, partner or contributor to something else. Research informing the edited book is collectively called the ‘maelstrom of time’, maelstrom being a powerful, swirling, coming together. The diverse chapters capture the many dimensions of time through personal reflections, documenting educational happenings and its cosmological gravity. Timing, slowing down, speeding up, temporality, timescapes, timetables, diffracted, free and the finality of time are themes threaded through this intriguing, edited collection. I would recommend it to anyone who ever considered how as teachers and researchers we find ourselves trapped in narrow definitions and regimes of ‘time’. Karen Malone - Professor of Environmental and Childhood Studies, Swinburne University of Technology, Australia. This edited collection: Educational Research and the Question(s) of Time couldn't be more timely. It offers the reader ample opportunities to dwell upon the possibilities that exist to challenge and resist the weight of progress narratives and neoliberal preoccupations with efficiency. Together the chapters avoid the linear, progressive, Time's-(killing)- arrow mode of the Techno-Heroic story', as Ursula Le Guin (186, p. 153) expresses it. This collection deserves a slow and careful engagement and a willingness to think otherwise about life in the Anthropocene as it plays out within, through and beyond educational contexts. Jayne Osgood – Professor in Education, Centre for Education Research & Scholarship, Middlesex University, UK.
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