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oapen-20.500.12657-505672023-07-04T12:10:09Z Time and the Rhythms of Emancipatory Education Alhadeff-Jones, Michel complexity;complexity theory;curriculum;Edgar Morin;education;Henri Lefebvre;Michael Alhadeff-Jones;philosophy of education;rhythm studies;society;sociology of education;theory of education;time bic Book Industry Communication::J Society & social sciences::JN Education::JNP Adult education, continuous learning bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory and adult education. 2021-09-06T15:22:40Z 2021-09-06T15:22:40Z 2017 book 9781315727899 9781138845848 9781138602199 https://library.oapen.org/handle/20.500.12657/50567 eng Theorizing Education application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781317541295.pdf Taylor & Francis Routledge 10.4324/9781315727899 10.4324/9781315727899 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9781315727899 9781138845848 9781138602199 Routledge 238 open access
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Time and the Rhythms of Emancipatory Education argues that by rethinking the way
we relate to time, we can fundamentally rethink the way we conceive education.
Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness,
this book provides an epistemological, historical and theoretical framework that
will serve as a comprehensive resource for critical reflection on the relationship
between the experience of time and emancipatory education.
Drawing upon time and rhythm studies, complexity theories and educational
research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions
of education to (re)theorize and address current societal and educational challenges.
The book is divided into three parts. The first begins by discussing the
specificities inherent to the study of time in educational sciences. The second
contextualizes the evolution of temporal constraints that determine the ways
education is institutionalized, organized and experienced. The third and final
part questions the meanings of emancipatory education in a context of temporal
alienation.
This is the first book to provide a broad overview of European and North
American theories that inform both the ideas of time and rhythm in educational
sciences, from school instruction, curriculum design and arts education
to vocational training, lifelong learning and educational policies. It will be of
key interest to academics, researchers and postgraduate students in the fields of
philosophy of education, sociology of education, history of education, psychology,
curriculum and learning theory and adult education.
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