Since it was published in 2017, Michel Alhadeff-Jones' book Time and the Rhythms of Emancipatory Education encountered a lot of interest (16 reviews have already been published in academic journals and additional reviews are in the pipeline; some extracts are available here). We are therefore very happy to announce that it was published six months ahead of the regular schedule in paperback version. The book is now available in three formats: Paperback, hardback, and ebook. It can be ordered through the publisher's website (Routledge).
Michel's research on the temporalities and the rhythms of education is at the core of his contribution to the TRC Lab and it frames some of his coaching work at the Institute. If you are interested to learn more about this publication and Michel's research, feel free to contact us.
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About the book:
Time and the Rhythms of Emancipatory Education. Rethinking the temporal complexity of self and society
by Michel Alhadeff-Jones, Ph.D. (Routledge Publishers, 2017)
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 in order 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.