Despite pervading all aspects of educational practice and theory, little scholarship focuses on time in education. This book addresses that lacuna questioning our assumptions about time and their ramifications on theories of learning, issues of equity and diversity, and on the purposes of education itself. The authors examine ideas about time in a wide variety of contexts, from ancient Greek fiction to 19th century theories of evolution and from 20th century indigenous stories to 20th century afro-futurist fiction. They show how pervasive the image of 'time as an arrow' has become, an image of time that is one-way, singular and teleological. Through exploring other theories of time, the authors propose alternatives for time in education. They argue that time is one of the key biopolitical tools we think and operate with, but rarely address as a historical, cultural and pedagogical category with which schools reproduce oppressive structures around race, class, and gender in society. The book draws on ideas from the arts and the sciences to illustrate and trouble assumptions of time drawing on artistic and theoretic work from Edouard Glissant, Henri Lefebvre, Giordano Nanni, Denise Ferreira da Silva, Bonnie Honig and others.

The book explores refusal as a political stance and action that denies the authority of western universities and schools, and allows space to explore radically different possibilities for the future of education. It considers what refusal might look like, how it might be carried out, and what the ethical, epistemological, political and affective implications might be. The chapters are written by a diverse range of experts from international backgrounds.

The book explores refusal as a political stance and action that denies the authority of western universities and schools, and allows space to explore radically different possibilities for the future of education. It considers what refusal might look like, how it might be carried out, and what the ethical, epistemological, political and affective implications might be. The chapters are written by a diverse range of experts from international backgrounds.