Conference paper
Listening to Time Through the Body: Re/conceptualising the Future’s Education Through Adult-child Relations ‘homeschooling’ in a Global Pandemic
European Conference of Educational Research, Emerging Researchers' Conference (Geneva, Switzerland, 02/09/2021 - 03/09/2021)
03/09/2021
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Abstract
A warming planet calls us daily to interrogate global, local and individual un/sustaining rhythms and COVID-19’s restrictions were no exception. In this paper, two emerging educational researchers draw on a period during the global pandemic in 2020 when being in touch virtually lead to a re/view of sustenance and the role of time. Between two families, in particular, the constructed concept of ‘clock time’ came into question when we, as mothers and homeschool leaders, were enquirying into the kinds of bodily rest Covid-19 would allow. A previous understanding of ‘my time’ was to be alone with work for one of us. No longer an option, family and work time intertwined at home. With children home ‘schooling’ they wanted to thread into the conversation too. We endeavoured to examine through post-inquiry (St Pierre, 2019) - would this be unsustaining? Or was there my time in family time? As Donna Haraway encourages us to stay with the trouble (2016) and Karen Barad resounds a call for time to be shaken to its core (2017), both illuminate global ‘shutdowns’ dishevelling society’s unwavering trust of worldly systems. Openings for other ways of doing and making life that emerges for Elizabeth Grosz out of difference (2011) are on our mind.
In 2021, in response to our published work, we have used post-inquiry to look into the online webinar for teachers and families we held with our daughters on the concept of ‘clock time’ and the effect of naming its power in our homes. The conversation that played out between presenters and participants produced bodyplaceblog-writing (Crinall, 2019 via Somerville, 1999), and in itself went to work loosening the imposing structures of clock time. It also raised questions about a compulsory, full-time education system that prepares us for future economic contributions. The group came to ask, how healthy is this model?
During the public webinar we encountered the revelation: We cannot ignore the voices of our children when with our bodies. This paper presents the webinar as a creative piece to follow the questions that arose into new questions for future research to consider. How do we feel / does the academy feel about the absence of the imperative practice of listening and responding between children and adults in systemic education? How do we understand ourselves in relation to suggestions we may be the ones protecting a system which we are openly critiquing but are inevitably a part of, detest and creating? And toward the solution, how might we find by way of a better way of educating when we start by acknowledging that the very foundations of the way and the what we think we need to know are faulty?
Details
- Title
- Listening to Time Through the Body: Re/conceptualising the Future’s Education Through Adult-child Relations ‘homeschooling’ in a Global Pandemic
- Creators
- Sarah Maree Crinall (Corresponding Author) - Southern Cross University, Faculty of EducationSimone M Blom (Contributor) - Southern Cross University, Faculty of Education
- Conference
- European Conference of Educational Research, Emerging Researchers' Conference (Geneva, Switzerland, 02/09/2021 - 03/09/2021)
- Identifiers
- 991013192313802368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference paper