Time and Education: Time Pedagogy Against Oppression

Description

Despite pervading all aspects of educational practice and theory, little scholarship focuses on time in education. This book addresses that lacuna questioning our assumptions about time and their ramifications on theories of learning, issues of equity and diversity, and on the purposes of education itself. The authors examine ideas about time in a wide variety of contexts, from ancient Greek fiction to 19th century theories of evolution and from 20th century indigenous stories to 20th century afro-futurist fiction. They show how pervasive the image of 'time as an arrow' has become, an image of time that is one-way, singular and teleological. Through exploring other theories of time, the authors propose alternatives for time in education. They argue that time is one of the key biopolitical tools we think and operate with, but rarely address as a historical, cultural and pedagogical category with which schools reproduce oppressive structures around race, class, and gender in society. The book draws on ideas from the arts and the sciences to illustrate and trouble assumptions of time drawing on artistic and theoretic work from Edouard Glissant, Henri Lefebvre, Giordano Nanni, Denise Ferreira da Silva, Bonnie Honig and others.

Petra Mikulan teaches ethics and educational theory in the Department of Educational Studies at the University of British Columbia, Canada. Nathalie Sinclair is Distinguished University Professor of Education and Associate Dean, Research and International in the Faculty of Education at Simon Fraser University, Canada.

Petra Mikulan and Nathalie Sinclair have written an absolutely original and unique book that ameliorates the absences of time and temporality in too many studies of education. It offers an incredibly nuanced discussion of temporalities, and follows these through to a range of different fabulations and creations about new ways of learning, teaching and doing education. The book introduces ideas about time and education from a wonderful range of authors, traditions, and cultures, including: Feminist, Critical Black Studies, and Indigenous. It offers alternative understandings about ways to practice education, and in ways that are creative, inventive, and artistic, which provides the reader ways to think how education and educational practice can enact different worlds. * P. Taylor Webb, University of British Columbia, Canada *