International Educational Review

The ‘End(s)’ of Time in Education: Diffractive Pedagogies for (Re)Narrating Beings in School

Mary Frances Rice 1 * ,
Amy Traylor 1,
Helen McFeely 1,
Lehman Heaviland 1,
Nicholas DePascal 1,
Joaquín T. Argüello de Jesús 1
1 University of New Mexico* Corresponding Author
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International Educational Review, Volume 2, Issue 1, April 2024, pp. 55-64
OPEN ACCESS VIEWS: 1226 DOWNLOADS: 455 Publication date: 15 Apr 2024
ABSTRACT
In this editorial, we collectively wonder about The End(s) of Time in educational settings. To do this wondering, we unpack the idea of ‘End’ and its various definitions. Then, we move to thinking about how time and narrative entangle within educational spaces to create opportunities for knowing within and across generations of beings—adults and children—on the school landscape. We describe the concept of ‘diffractive pedagogies’ and then share examples of diffractive pedagogies within and across four disciplines (history, language arts, computer science, and earth science) and then we draw out from school into family and community knowing.
KEYWORDS
new materialism, agential realism, diffraction, school chronotope, critical post-humanism, narrative knowing
CITATION (APA)
Rice, M. F., Traylor, A., McFeely, H., Heaviland, L., DePascal, N., & Argüello de Jesús, J. T. (2024). The ‘End(s)’ of Time in Education: Diffractive Pedagogies for (Re)Narrating Beings in School. International Educational Review, 2(1), 55-64. https://doi.org/10.58693/ier.213
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