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.
