Educational Research and the Question(s) of Time (eng)

This book 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 book 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.

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.

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.

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.