Time in Education: Intertwined dimensions and theoretical possibilities. By Catherine Compton-Lilly

Verity Aiken

‘Time in Education’ offers an exploration of three theoretical frameworks that can be used as a way to make sense of educational experiences through the analysis of time. The theories that the book draws from includes Lemke’s (2000) work on timescales, Bakhtin’s (1981) concept of chronotope and Bourdieu’s (1980) understanding of habitus. Together, these theories analyse the ways in which time is ecological, situated and embodied. Consequently, the book aims to problematise the view that time is neutral, and raises the concern that linear and chronological understandings of time, as adopted by school structures, leads to the uncritical charting and organising of student success. In doing so, Compton-Lilly invites scholars and researchers to consider time not as something that merely passes, but as something that intricately contributes to the ways in which school experiences are encountered and made sense of beyond the school gates and across the life course. It is, therefore, a theoretical contribution to the ways in which education can be thought about through the foregrounding of time, but also part of the arsenal to challenge educational inequities and bring into view social justice issues relating to educational opportunities and success.

Aiken, V.(2023) Review of Time in Education: Intertwined dimensions and theoretical possibilities. By Catherine Compton-Lilly. Educationalfutures, [online] Vol. 14(2). Available at: https://educationstudies.org.uk/?p=25072 [Accessed 27 Apr, 2024].

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Volume 14(2) 2023

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