Educational research and the question(s) of time / David R. Cole, Mehri Mirzaei Rafe, Gui Ying Annie Yang-Heim, editors.
This 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...
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| Language: | English |
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[2024]
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MARC
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| 245 | 0 | 0 | |a Educational research and the question(s) of time / |c David R. Cole, Mehri Mirzaei Rafe, Gui Ying Annie Yang-Heim, editors. |
| 264 | 1 | |a Singapore : |b Springer, |c [2024] | |
| 264 | 4 | |c ©2024 | |
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| 520 | |a This 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. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on July 04, 2024). | ||
| 505 | 0 | |a Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- 1 Educational Research and the Question(s) of Time -- 1.1 Introduction -- 1.2 Qualitative Time -- 1.3 Quantitative Time -- 1.4 The Time Maelstrom: Beyond the Qualitative and Quantitative Divide -- 1.5 Further Questions of Time and the Self in Education -- 1.6 Conclusion(s) -- References -- Part I Towards a New Philosophy of Education and Time -- 2 What Happens Next? Working the Time Dimension of Educational Research -- 2.1 Introduction -- 2.2 Anthropocene-Time in Education -- 2.2.1 Randomness in the Psyche -- 2.2.2 Societal Chaos -- 2.2.3 Environmental Degradation, Damage, and Pollution -- 2.3 Theoretical Perspective on Education, Research, and Time -- 2.3.1 Whitehead's Process Philosophy -- 2.3.2 Simondon's Information Ontology -- 2.3.3 Deleuze's Difference-Thinking -- 2.4 A New Science of Educational Research and Time: Stanislaw Lem and Philip K. Dick Revisited -- 2.5 Conclusion(s) -- References -- 3 Lived Temporalities with(in) Place: Assembling a Radical Relational Praxis with T. S. Eliot -- 3.1 Introduction -- 3.2 T. S. Eliot, Place and (Re)imaginings of Temporal Flux -- 3.3 Creating Space for the 'Might-Have-Been's -- 3.4 Embodied, Lived and Transversal Temporalities -- 3.5 (Re)configuring a Lived, Multispecies, Temporality -- 3.6 Lived Temporalities (with)in a Radical Relational Praxis -- 3.7 Closing Thoughts: 'Unheard Music Hidden in the Shrubbery' -- References -- 4 Educational Research and the Temporalities of Enclosure -- 4.1 Introduction -- 4.2 Defining Computational Time -- 4.3 Defining Human Time: Time, Struggle, Recognition, Realisation, and Teleology -- 4.4 Teleology, Time, and the Purposes of Education -- 4.5 Time-Under-Enclosure and Researching School-Shaped Education -- 4.6 Toward a Blended Ethnography of Education -- References. | |
| 505 | 8 | |a 5 Coloniality of Time Defacing Unsustainable Temporal Paradigms in Educational Research and Practice -- 5.1 Introduction -- 5.2 When We Trouble the Trouble with Time -- 5.3 When We Speculate with Quantic Temporalities and Suggest How These Can Intervene in Our Thinking About Education Research -- 5.4 When We Consider to What Other Fabulations Might the Field of Education Research Refer -- 5.5 When We End with Where We Begin -- References -- Part II Higher Education, Time and Learning -- 6 Timescapes of Educational Research and Development -- 6.1 Introduction -- 6.2 Theory -- 6.3 Description -- 6.4 Politics -- 6.5 Policy -- 6.6 Practice -- 6.7 Discussion -- References -- 7 Understanding and Nurturing Emergence-Explorations of the Temporality of Being and Becoming in Higher Education Contexts -- 7.1 Introduction -- 7.2 Kairos and Chronos -- 7.3 Philosophical Framing -- 7.3.1 Natural Inclusionality and Fluid Temporality -- 7.3.2 Dialogism and Fluid Temporality -- 7.4 Revisiting Our Data -- 7.4.1 Creative Music Pedagogy Context -- 7.4.2 Exploring the Chronotope Insideness and Outsideness (InOut) -- 7.5 Implications -- References -- 8 Time to Think Differently? Complex Temporalities in Doctoral Education and Beyond -- 8.1 Introduction -- 8.2 Doctoral Education -- 8.3 Doctoral Time -- 8.4 Doctoral Students' Experiences -- 8.5 Reimagining Time with Theory -- 8.6 Thinking Differently About Time in Doctoral Education -- 8.7 Conclusions -- References -- 9 The Decay of Time in Research and Teaching -- 9.1 Introduction -- 9.2 Methodology -- 9.3 Higher Times -- 9.4 Time and Affect -- 9.5 Resisting the Hegemonies of Academic Time -- 9.6 Orientation to the Temporal -- 9.7 Instantaneity (1) -- 9.8 Constant Connectivity (2) -- 9.9 The Erosion of Contemplation (3) -- 9.10 Temporal Compression (4) -- 9.11 Fragmentary Attention (5) -- 9.12 Memory (6). | |
| 505 | 8 | |a 9.13 Altered Time (7) -- 9.14 Conclusion -- References -- 10 Rhythm as Form and Forms of Doctoral Education -- 10.1 Introduction -- 10.2 From Rhythm to Rhuthmós -- 10.3 The Possibilities of Form -- 10.4 Doctoral Education: From Rhythm to Rhuthmós -- 10.5 Concluding Remarks -- References -- Part III Schooling, the Curriculum and Time -- 11 Time and the Curriculum: Alternative Visions -- 11.1 Preface -- 11.2 Curricular Moments, Teaching, and Time -- 11.3 Time "Itself" Henri Bergson -- 11.4 Kaustuv Roy on Bergson -- 11.5 Suzanne Guerlac on Bergson -- 11.6 Tyson Lewis and Messianic Time -- 11.7 Metcalfe and Game and Dialogical Time -- 11.8 Karen Barad and Quantum Time -- 11.9 Julia Kristeva: Monumental and Cursive Time -- 11.10 Conclusion -- References -- 12 Time as a Finite Resource in Education: Theorizing Temporality in School Culture -- 12.1 Introduction -- 12.2 Conceptual Framework -- 12.3 Time in Popular Culture -- 12.4 Time in School -- 12.5 Conclusion and Future Research Directions -- References -- 13 Time Passes, Will You? Exploring the Experience of Time as Chronos and Kairos in the High School Biology Classroom -- 13.1 Introduction -- 13.2 Research Methodology and Framework -- 13.3 What is Time? -- 13.4 Experiencing Time as Chronos and Kairos -- 13.5 Rushing of Time -- 13.6 Teachers' Experience of Chronos -- 13.7 I Would Like to But... -- 13.8 Searching for Kairos -- 13.9 A Shift to Kairos -- 13.10 Teachers Finding Moments of Kairos -- 13.11 Conclusion -- References -- 14 A Time for Intuition in Curriculum Research and Design -- 14.1 A Time for Intuition in Curriculum Research and Design -- 14.2 Dominant Concepts of Time in Curriculum -- 14.3 Intuition as a Process of Sensing Time -- 14.4 Methodology: Intuition and Art as Process -- 14.5 National Times -- 14.6 Carceral Time, Curricular Time -- 14.7 Marking Time, Making Time. | |
| 505 | 8 | |a 14.8 Ghost Forest: A Memory of the Future -- 14.9 Untimely Curriculum -- References -- Part IV Time, Subjectivity and Displaced Learning -- 15 Toward Intercultural Becoming in U.S. Teacher Education: Exploring Time and Space in Intercultural Collaboration -- 15.1 Introduction -- 15.2 The Cultural Concept of Inyeon: Interconnections Beyond Time -- 15.3 Anzaldúa's Notion of Nepantla: Non-linear Temporality -- 15.4 Methodological Approach -- 15.5 Narrative Introduction to the Phenomenon -- 15.6 Constraints of Linear and Homogenous Temporality: Failure of Recognizing Dynamic Interconnectedness in the Classroom -- 15.7 Unsettling the Normalized Global Temporality in Higher Education Institutions -- 15.8 Conclusion: Toward the Potential of Intercultural Becoming -- References -- 16 Collaborative Auto-ethnographic Reflections on Experiences of Migrant Learning and Teaching in Australia -- 16.1 Introduction -- 16.2 Cultural Identity -- 16.3 Space -- 16.4 Time -- 16.5 Transformational Learning Theory -- 16.6 Collaborative Autoethnography as a Research Method -- 16.7 Study Design -- 16.8 Helen's Early Formative Experiences -- 16.9 Paul's Formative Childhood Experiences -- 16.10 Helen's Studies on an American Campus -- 16.11 Paul Migrates from London to Tasmania -- 16.12 Joint Reflections on English Language Learning and Teaching Experiences -- 16.13 Final Remarks/Postscript -- References -- 17 Futures and Temporal Strategies in Refugee Higher Education -- 17.1 Introduction -- 17.2 Refugee Education and the Questions of Time -- 17.3 Refugee Higher Education and Futures -- 17.4 Changing Time-Scape of Higher Education for Refugees -- 17.5 Periodical and Crisis-Informed -- 17.6 From Place-Bound to Open Future -- 17.7 Strategies and Responses: Keeping Mobile in Time -- 17.7.1 Keeping Busy as a Way to Hope -- 17.7.2 Open Future as a Strategy to Hope. | |
| 505 | 8 | |a 17.8 Hope and the Question of Time -- References -- 18 Disrupting the Clichéd Images of Migrant Youth in Japan: A Deleuzian Account of Cinema Time and Education -- 18.1 Introduction: The Portrayal of Fushūgaku of Migrant Youth in Japan -- 18.2 Fushūgaku and Sanctioned Realities Confronting Young Migrants -- 18.3 Purpose -- 18.4 The Ontology of Japanese-Ness: Nihonjinron -- 18.5 Nihonjinron -- 18.6 Japanese Race: Intensely Felt Imagined Collective 'We' -- 18.7 'Homogeneous Empty Time' and 'Common' and 'Good Sense': Production of a 'Cliché' -- 18.8 'Homogeneous Empty Time' -- 18.9 'Good Sense' and 'Common Sense': Sensory Production of a 'Cliché' -- 18.10 Deleuzian Film-Philosophical Account of the Time-Image: Towards Disrupting the Cliché -- 18.11 Deleuzian Time-Image -- 18.12 Deleuze's Philosophy of Time: Three Syntheses -- 18.13 Methodology for Reading Time-Images -- 18.14 Methodological Underpinning and Procedures of Creating a Minor Video -- 18.15 Research Site, Participants, and Video-Making Steps with Intercessions -- 18.16 Methodological Procedures for Affectively Reading the Time-Images in Always -- 18.17 My Affective Reading of Time-Images as Actualized in a Minor Video Always -- 18.18 Narrative of Always -- 18.19 Time-Images Actualized On-Screen in Always -- 18.20 Conclusion: Still Intermezzo -- References -- Part V Technology, Time and Education -- 19 Open Educational Resources: Time, Resources and Sustainability in an Ephemeral Digital World -- 19.1 Introduction -- 19.2 Defining OER -- 19.3 Defining "Free" in OER -- 19.4 OER and the Concept of Time -- 19.5 Lifecycles of OER -- 19.6 Challenges Identified for OER -- 19.6.1 Challenge 1-Preservation -- 19.6.2 Challenge 2-Technological Change -- 19.6.3 Challenge 3-Resource Management -- 19.7 Case Study Examples -- 19.8 Structural Needs for OER -- 19.9 Funding. | |
| 650 | 0 | |a Education |x Research. | |
| 700 | 1 | |a Cole, David R. |q (David Robert), |d 1967- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PBJdh6cFwCQhHtCg93qXDbd | |
| 700 | 1 | |a Rafe, Mehri Mirzaei, |e editor. | |
| 700 | 1 | |a Yang-Heim, Gui Ying Annie, |e editor. | |
| 776 | 0 | 8 | |i Print version: |a Cole, David R. |t Educational Research and the Question(s) of Time |d Singapore : Springer,c2024 |z 9789819734177 |
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