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 explore 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.
Section 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 todays 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 Researchers 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.
Associate Professor David R. Cole is one of the founders of the research field, Deleuze and Education, that he began in the 1990s at the University of Warwick, United Kingdom (UK). Since that time, he has published a number of influential research books in the field (17) and more than a hundred and fifty other important publications, as well as working collaboratively on international research projects. He has been researching in environmental education since 2017 and has initiated a research website to further those ends. He is a specialist in the field of Education in the Anthropocene studies. He is currently employed as an associate professor in education and cultural analysis at Western Sydney University, Australia.
Dr. Mehri Mirzaei Rafe attained her Ph.D. degree in philosophy of education from the University of Tehran, Iran, in 2021. She is also a Ph.D. candidate and pursuing her second Ph.D. in Educational Psychology, concentrating in research, measurement, and statistic (RMS), at the University of North Texas (UNT), United States (US). Her research areas include critical realism, critical thinking, diversity and justice in education, and positive youth development. In addition, she has published several peer-reviewed papers in the field and has presented at major international conferences. She has also conducted qualitative, quantitative research on critical realism and critical thinking, Muslim women sexual rights in the US, and positive youth development.
Dr. Gui Ying Annie Yang-Heim is an assistant professor at Illinois State University in the United States of America (USA). She has taught literacy instructions, classroom organization, reading assessment and intervention, and social justice for early childhood and elementary education at a tertiary level. She attained her Ph.D. degree, specializing in Curriculum and Professional Studies, from the University of South Australia, Australia, in 2021. As a school teacher for over a decade, Dr. Yang-Heim has taught various subjects, primarily literacy and numeracy, from Kindergarten to High School in China, Australia, and the USA. She has presented research papers at international conferences, including the American Educational Research Association (AERA) conference, and the Australian Association for Research in Education (AARE) conference, and has research articles published in journals, and a book published with Springer. Dr. Yang-Heim has acted as a regular proposal reviewer for journals and conferences.
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