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<p>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 Future.- 2 SEEKING AN EMERGENCY ESCAPE RAMP ON THE BRINK OF THE ABYSS: REWINDING TIME WITH THE VULNERABLE.- 3 The Arrhythmic Politics of Contemporary (Doctoral) Education.- 4 Crises, Acceleration, and Recurring School Reforms.- 5 Educational Ecotopes: A Postformal Problematization of Time in Educational Research.- Part II Time, the Environment, and Educational Change.- 6 From Epimetheus to Prometheus: The Anthropocene as Education Challenge.- 7 REANDING OUT OF TIME THE EXTRACTIVSM FRAMES: EDUCATION AND MINING IN MINAS GERAIS, BRAZIL.- 8 A Multidimensional Perception of Time Connecting Our Inner and Outer World, and Connecting Education to the Earth and the Universe.- 9 Nurturing Time in Nature: Comparative case studies in outdoor education.-10 A Daoist perspective of time: Implications for reconceptualizing the ecological system theory.- Part III Reconstructing Time in Education given today’s conditions.- 11 A conceptual history of ambiguities and tensions in the policy development of the Australian Capital Territory education system.- 12 ‘Undoing time’: Making way for material-discursive practices in Higher Education.- 13 Reflecting the Attitudes of its Time.- 14 Retraining a Researcher’s Intuition: Curriculum Design and the Making of Time.- Part IV Time, Subjectivity, and Displaced Learning.- 15 Time as life trajectory. Weaving the threads between lives lived and time. Collaborative auto-ethnographic reflections on cross-cultural journeys related to experiences of migrant learning and teaching in Australia.- 16 Open Futures and Temporal Strategies in Refugee Higher Education in Lebanon and Jordan.- 17 Images of dislocated youth in Japan: A Deleuzian account of cinema time and education.- 18 AFTERWORD: Of Paraconsistent Times in a/the Nonmodern World.</p>

<p>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.</p>

<p>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.</p>

<p>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 decade, Dr. Yang-Heim has taught various subjects, primarily literacy and numeracy, from Kindergarten to High School in China, Australia, and the USA. She has presented research papers at international conferences, including the American Educational Research Association (AERA) conference, and the Australian Association for Research in Education (AARE) conference, and has research articles published in journals, and a book published with Springer. Dr. Yang-Heim has acted as a regular proposal reviewer for journals and conferences.</p>

<p>This&nbsp;book&nbsp;fully explores the question(s) of time in educational research and achieves the acceleration and merging of inquiry with action to understand change and implement these findings through practice. It deals with the philosophy of education, higher education, schooling (the curriculum), time displacement, technology, the environment and policy. This&nbsp;book&nbsp;focuses on time revolution(s). It explores new ways of thinking about time, that question a linear/arrow in time, and sets into motion an educational research agenda to extract revolutions of time. Furthermore, this book figures the dimension of time in teaching and learning by extending and deepening the engagement with time in education. For example, it analyzes the climate crisis in terms of education and how the realization that the climate is changing sits parallel and adjacent to pedagogy. The climate crisis and how to do anything about it through education is an example of how considering the dimension of time opens up education beyond quick or narrow fixes and introduces a profound synthesis for the future.</p>

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<p><em>Educational Research and the Question(s) of Time</em> is a fascinating book on a subject very rarely focused on in education. Time. Early in the book the editors argue it is an analysis of time ‘in itself’ not time as part of, partner or contributor to something else.&nbsp; Research&nbsp; informing the edited book is collectively called the ‘maelstrom of time’, maelstrom being a powerful, swirling, coming together. The diverse chapters capture the many dimensions of time through personal reflections, documenting educational happenings and its cosmological gravity. Timing, slowing down, speeding up, temporality, timescapes, timetables, diffracted, free and the finality of time are themes threaded through this intriguing, edited collection.&nbsp; I would recommend it to anyone who ever considered how as teachers and researchers we find ourselves trapped in narrow definitions and regimes of ‘time’.</p>

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<p>Karen Malone - Professor of Environmental and Childhood Studies, Swinburne University of Technology, Australia.</p>

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<p>This edited collection: <em>Educational Research and the Question(s) of Time</em> couldn't be more timely. It offers the reader ample opportunities to dwell upon the possibilities that exist to challenge and resist the weight of progress narratives and neoliberal preoccupations with efficiency. Together the chapters avoid the linear, progressive, Time's-(killing)- arrow mode of the Techno-Heroic story', as Ursula Le Guin (186, p. 153) expresses it. This collection deserves a slow and careful engagement and a willingness to think otherwise about life in the Anthropocene as it plays out within, through and beyond educational contexts.</p>

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<p>Jayne Osgood – Professor in Education, Centre for Education Research & Scholarship, Middlesex University, UK.</p>

Defines a new philosophy of time for education Showcases empirical evidence with analysis of time in education Provides a platform for the analysis of time in education