Abstract

Inspired by the philosophies of Donna Haraway and Karen Barad, the aim of this paper is to stir up trouble and to double trouble time in education. We trouble how certain views of childhood shape our experience of school time and secondly, we trouble the way in which time as experienced in school, affects how adults relate to childhood. A particular relationship to and experience of time is nowadays prominently fostered and cultivated in educational institutions. We propose that ‘time’ and ‘childhood’ are intrinsically entangled concepts and logically connected, in the lived experience of educational contemporary institutions, with colonialism and capitalism. Decolonisation requires a troubling of the experience of time as it involves the subordination and denigration of children and childhood (‘mysopedy’). We do this through a genealogy (a political reading of ‘the’ present) of the concepts time, childhood and school. Inspired by Karen Barad, we adopt Kyoko Hayashi’s idea of ‘travel hopping’. Travel hopping as methodology is a transindividual commitment to undo the injustices committed to those who are (also) no longer there (as well as our ‘own’ childhood ‘selves’), without any pretense that the past can be made undone. Drawing on Barad’s queer reading of Quantum Field Theory, we produce decolonising insights by diffractively tunneling through boundaries between human and nonhuman bodies in our writing, thereby unsettling the current relationship to time, the adult/child binary and adult temporality.

摘要

受 Donna Haraway 和 Karen Barad 哲学的启发，本文的目的是在教育中制造麻烦并使麻烦时间加倍。我们对童年的某些观点如何影响我们在学校时间的体验感到担忧，其次，我们对在学校经历的时间影响成年人与童年的关系的方式感到担忧。与时间的特殊关系和经验如今在教育机构中得到了显着的培养和培养。我们认为，在当代教育机构的生活经验中，“时间”和“童年”是内在纠缠不清的概念，并且在逻辑上与殖民主义和资本主义相联系。非殖民化需要对时间经验的一种困扰，因为它涉及对儿童和童年的从属和诋毁（' mysopedy'）。我们通过时间、童年和学校概念的系谱（对“现在”的政治解读）来做到这一点。受到 Karen Barad 的启发，我们采用了 Kyoko Hayashi 的“旅行跳跃”理念。作为方法的旅行跳跃是一种超越个人的承诺，旨在消除对那些（也）不再存在的人（以及我们“自己的”童年“自我”）所造成的不公正，而没有任何借口认为过去可以被撤销。借鉴巴拉德对量子场论的古怪阅读，我们通过在我们的写作中衍射隧道穿越人类和非人类身体之间的边界来产生去殖民化的见解，从而扰乱当前与时间、成人/儿童二元和成人时间的关系。