Educational Research and the Question(s) of Time

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

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