Pub Date : 2023-11-05DOI: 10.1177/0961463x231203574
Melissa A Milkie, Dana Wray
Family scholars examining time spent on children's care focus heavily on mothers’ allocations to a specific sphere of active caregiving activities . But children's needs for care and supervision involve connection to others; and many others beyond mothers can and do provide care, especially as children grow. Using a “linked lives” approach that centers relationality, we show how time diaries can illuminate children's time spent in “socially connected” care. Using recent (2014–2019) time diary data from the American and the United Kingdom Time Use Surveys, we examine mothers', children's, and teenagers' days to assess two forms of connected care time. First, results show that in addition to childcare time as traditionally measured by time use studies, mothers spend considerable further time providing connected care through social and community time in which children are included, religious activities with their children present, and mealtime with children. Second, looking from the child's perspective also underscores time in the larger “village” of carers within which children and youth are embedded. Fully two-thirds of 8–14-year-olds' and three-quarters of 15–17-year-olds’ waking time is not with mothers—it is spent alone or in social connection to fathers, extended family, teachers, neighbors, and friends. A “linked lives” approach shifts attention to assessing care time in diverse activities with others and to measuring mothers’ and children's time in social connections within the larger world. This analytic frame also moves away from maternal determinism to highlight the contours of children's care and social time occurring within the community at large, as well as the roles and responsibilities of those outside of the mother–child dyad across the child's early life course.
{"title":"Beyond mothers’ time in childcare: Worlds of care and connection in the early life course","authors":"Melissa A Milkie, Dana Wray","doi":"10.1177/0961463x231203574","DOIUrl":"https://doi.org/10.1177/0961463x231203574","url":null,"abstract":"Family scholars examining time spent on children's care focus heavily on mothers’ allocations to a specific sphere of active caregiving activities . But children's needs for care and supervision involve connection to others; and many others beyond mothers can and do provide care, especially as children grow. Using a “linked lives” approach that centers relationality, we show how time diaries can illuminate children's time spent in “socially connected” care. Using recent (2014–2019) time diary data from the American and the United Kingdom Time Use Surveys, we examine mothers', children's, and teenagers' days to assess two forms of connected care time. First, results show that in addition to childcare time as traditionally measured by time use studies, mothers spend considerable further time providing connected care through social and community time in which children are included, religious activities with their children present, and mealtime with children. Second, looking from the child's perspective also underscores time in the larger “village” of carers within which children and youth are embedded. Fully two-thirds of 8–14-year-olds' and three-quarters of 15–17-year-olds’ waking time is not with mothers—it is spent alone or in social connection to fathers, extended family, teachers, neighbors, and friends. A “linked lives” approach shifts attention to assessing care time in diverse activities with others and to measuring mothers’ and children's time in social connections within the larger world. This analytic frame also moves away from maternal determinism to highlight the contours of children's care and social time occurring within the community at large, as well as the roles and responsibilities of those outside of the mother–child dyad across the child's early life course.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"91 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1177/0961463x231208981
Andrea Doucet
{"title":"Time use studies, time, temporality, and measuring care: Conceptual, methodological, and epistemological issues","authors":"Andrea Doucet","doi":"10.1177/0961463x231208981","DOIUrl":"https://doi.org/10.1177/0961463x231208981","url":null,"abstract":"","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1177/0961463x231202928
Rupert Griffiths
The Anthropocene term invokes the multiple temporalities through which organisms, ecologies, and environments unfold – from the immediacy of the present moment to the sedimentary timescales of the geological record. Viewed from the perspective of anthropogenic climate change and environmental degradation, these organisms, ecologies, and environments, including the planet's human occupants, may well benefit if we took a view of time that was more-than-human in scope and scale. This paper demonstrates how design, creative practice, and technology can be used to make legible human and more-than-human timescales through local, planetary, and celestial imaginaries that are congruent with the Anthropocene term. It first considers various anthropogenic and non-anthropogenic phenomena that are used for time keeping, both human and non-human. It then discusses the design and development of a timepiece that uses observations of environmental light to imaginatively situate daily life within various temporal scales, from embodied, diurnal, circalunar, and annual to the sedimentary timescales of the geological record. Through the timepiece, the paper argues that a hybrid form of timekeeping that brings together human time standards and environmental observation could help align the temporal imaginaries of urban societies with biological, ecological, and planetary processes, while highlighting the presence of potentially damaging anthropogenic processes, such as artificial light at night. Such hybrid forms of timekeeping may help foster meaningful relationships between people and the environment, facilitate day-to-day awareness of the presence and extent of disruptive anthropogenic processes in our environments and provide an imaginative framework for thinking about urban time and life in an Anthropocene context.
{"title":"Time and the Anthropocene: Making more-than-human temporalities legible through environmental observations and creative methods","authors":"Rupert Griffiths","doi":"10.1177/0961463x231202928","DOIUrl":"https://doi.org/10.1177/0961463x231202928","url":null,"abstract":"The Anthropocene term invokes the multiple temporalities through which organisms, ecologies, and environments unfold – from the immediacy of the present moment to the sedimentary timescales of the geological record. Viewed from the perspective of anthropogenic climate change and environmental degradation, these organisms, ecologies, and environments, including the planet's human occupants, may well benefit if we took a view of time that was more-than-human in scope and scale. This paper demonstrates how design, creative practice, and technology can be used to make legible human and more-than-human timescales through local, planetary, and celestial imaginaries that are congruent with the Anthropocene term. It first considers various anthropogenic and non-anthropogenic phenomena that are used for time keeping, both human and non-human. It then discusses the design and development of a timepiece that uses observations of environmental light to imaginatively situate daily life within various temporal scales, from embodied, diurnal, circalunar, and annual to the sedimentary timescales of the geological record. Through the timepiece, the paper argues that a hybrid form of timekeeping that brings together human time standards and environmental observation could help align the temporal imaginaries of urban societies with biological, ecological, and planetary processes, while highlighting the presence of potentially damaging anthropogenic processes, such as artificial light at night. Such hybrid forms of timekeeping may help foster meaningful relationships between people and the environment, facilitate day-to-day awareness of the presence and extent of disruptive anthropogenic processes in our environments and provide an imaginative framework for thinking about urban time and life in an Anthropocene context.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1177/0961463x231204381
Rachel Douglas-Jones
Stone consolidants have been used in conservation practices for decades, with an increasingly interdisciplinary scientific attention to their composition and performance. This article is an ethnographic account of the process of testing a new consolidant's efficacy, drawn from fieldwork and interviews with scientists and heritage professionals involved in a European project in 2013. I illustrate, in line with prior scholarship on laboratory time, how time is a central tool of laboratory control, which must be managed to produce evidence of consolidant efficacy. Yet the ‘fast time’ of controlled experimental conditions is also suspect for those working in the field of heritage. By tracing the temporal tensions between scientific evidence making, laboratory practice and heritage practitioners’ values, I illustrate that the project of materially fixing stone in time means intervening on heritage futures.
{"title":"Fixing stone in time: Making and measuring consolidants for heritage futures","authors":"Rachel Douglas-Jones","doi":"10.1177/0961463x231204381","DOIUrl":"https://doi.org/10.1177/0961463x231204381","url":null,"abstract":"Stone consolidants have been used in conservation practices for decades, with an increasingly interdisciplinary scientific attention to their composition and performance. This article is an ethnographic account of the process of testing a new consolidant's efficacy, drawn from fieldwork and interviews with scientists and heritage professionals involved in a European project in 2013. I illustrate, in line with prior scholarship on laboratory time, how time is a central tool of laboratory control, which must be managed to produce evidence of consolidant efficacy. Yet the ‘fast time’ of controlled experimental conditions is also suspect for those working in the field of heritage. By tracing the temporal tensions between scientific evidence making, laboratory practice and heritage practitioners’ values, I illustrate that the project of materially fixing stone in time means intervening on heritage futures.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1177/0961463x231191614
Birgan Gokmenoglu, Gabriela Manley
This article examines the temporal underpinnings of hope as a key element of political action under dystopian circumstances. It is based on a comparative study of the authors’ long-term ethnographic studies: First, an ethnography of the activists for national independence of the Scottish National Party following the 2016 Brexit referendum and second, the anti-authoritarian activists of the local ‘no’ assemblies in Istanbul around the 2017 constitutional referendum in Turkey. Approaching hope as a political resource of transformative action that is created for and within political struggles, this article finds that the generation and maintenance of hope require an agentic orientation to time and more specifically, to the future. It further shows how dystopian imaginations, when taken as critical evaluations of the present, may enable political action by opening up the indeterminate future to possibilities of political transformation. Drawing on and contributing to the scholarship on emotions, utopia and dystopia, and time, we argue that generating hope among activists against dystopian futures necessitates not only ‘emotion work’ but also ‘time work’. Grounded in our empirical findings, we reconceptualize ‘time work’ as the collective effort to shape orientations to the imagined past, lived present, and anticipated future, for and within political struggle. We thus conclude by expanding the concept of ‘time work’ to cover its particularly collective and explicitly political uses, offering two modes of time work: Narratives of time and collective acts of hope. We believe that this expanded concept will be a useful analytical tool for scholars working on social movements, political action, time, and emotions.
{"title":"Hope and time work in dystopian contexts: Future-oriented temporalities of activism in post-referendum Scotland and Turkey","authors":"Birgan Gokmenoglu, Gabriela Manley","doi":"10.1177/0961463x231191614","DOIUrl":"https://doi.org/10.1177/0961463x231191614","url":null,"abstract":"This article examines the temporal underpinnings of hope as a key element of political action under dystopian circumstances. It is based on a comparative study of the authors’ long-term ethnographic studies: First, an ethnography of the activists for national independence of the Scottish National Party following the 2016 Brexit referendum and second, the anti-authoritarian activists of the local ‘no’ assemblies in Istanbul around the 2017 constitutional referendum in Turkey. Approaching hope as a political resource of transformative action that is created for and within political struggles, this article finds that the generation and maintenance of hope require an agentic orientation to time and more specifically, to the future. It further shows how dystopian imaginations, when taken as critical evaluations of the present, may enable political action by opening up the indeterminate future to possibilities of political transformation. Drawing on and contributing to the scholarship on emotions, utopia and dystopia, and time, we argue that generating hope among activists against dystopian futures necessitates not only ‘emotion work’ but also ‘time work’. Grounded in our empirical findings, we reconceptualize ‘time work’ as the collective effort to shape orientations to the imagined past, lived present, and anticipated future, for and within political struggle. We thus conclude by expanding the concept of ‘time work’ to cover its particularly collective and explicitly political uses, offering two modes of time work: Narratives of time and collective acts of hope. We believe that this expanded concept will be a useful analytical tool for scholars working on social movements, political action, time, and emotions.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136374225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-03DOI: 10.1177/0961463x231193143
Noa Levy, Itamar Dubinsky
As the scholarship on youth grows, so does the focus on the predicaments youth face increases. In particular, the phenomenon of waithood, which refers to a prolonged period of transition from youth to adulthood, has been attracting much attention from researchers. This article builds upon this growing literature by examining the roles that soccer academies in Ghana and shelters for unaccompanied young migrants in South Africa play in creating, sustaining, and spreading the waithood of youth. Even though both institutions operate in different spaces and promote distinct activities, they share a mutual goal by presenting themselves as educational stepping stones for a better present and future for African youths. Nevertheless, given the gaps between what both institutions claimed to provide and what they provided in reality, we argue that they served as the root of waithood for their young residents. As the following ethnography reveals, with worsening basic living conditions, infrequent access to school, and unattainable dreams about universities and European soccer leagues, many youths in shelters and academies were left incapable of assuming adult responsibilities and enjoying adult privileges. Our findings suggest that, unlike common perception of waithood as a phenomenon that takes place after school and before formal employment, waithood is also an institution-based phenomenon that can be facilitated within the education system. Simultaneously, in contrast to the common scholarly portrayals of waithood as an individual experience, we argue that waithood is a communal social phenomenon. At South African shelters and Ghanaian academies, the period of suspension and the prolonged journey to adulthood trickled-down to wider social and familial circles. The youth's efforts to seek alternative paths for adulthood, as well as the support they get from relatives and friends, reduces the loneliness of their waithood, though their contributions are hampered by local economic and political challenges.
{"title":"Forever young: Institution-based waithood among youth in Ghana and South Africa","authors":"Noa Levy, Itamar Dubinsky","doi":"10.1177/0961463x231193143","DOIUrl":"https://doi.org/10.1177/0961463x231193143","url":null,"abstract":"As the scholarship on youth grows, so does the focus on the predicaments youth face increases. In particular, the phenomenon of waithood, which refers to a prolonged period of transition from youth to adulthood, has been attracting much attention from researchers. This article builds upon this growing literature by examining the roles that soccer academies in Ghana and shelters for unaccompanied young migrants in South Africa play in creating, sustaining, and spreading the waithood of youth. Even though both institutions operate in different spaces and promote distinct activities, they share a mutual goal by presenting themselves as educational stepping stones for a better present and future for African youths. Nevertheless, given the gaps between what both institutions claimed to provide and what they provided in reality, we argue that they served as the root of waithood for their young residents. As the following ethnography reveals, with worsening basic living conditions, infrequent access to school, and unattainable dreams about universities and European soccer leagues, many youths in shelters and academies were left incapable of assuming adult responsibilities and enjoying adult privileges. Our findings suggest that, unlike common perception of waithood as a phenomenon that takes place after school and before formal employment, waithood is also an institution-based phenomenon that can be facilitated within the education system. Simultaneously, in contrast to the common scholarly portrayals of waithood as an individual experience, we argue that waithood is a communal social phenomenon. At South African shelters and Ghanaian academies, the period of suspension and the prolonged journey to adulthood trickled-down to wider social and familial circles. The youth's efforts to seek alternative paths for adulthood, as well as the support they get from relatives and friends, reduces the loneliness of their waithood, though their contributions are hampered by local economic and political challenges.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136327476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/0961463X231176429
Anna Navin Young
The current article presents a three-stage approach to teaching time in an applied psychology setting. The approach focuses on nurturing temporal reflexivity by having students reflect on their time-use and draw attention to their subjective experiences of time. Activities, discussions, and practical demonstrations are used to guide students through personal, collective, theoretical, and practical lenses of engaging with time. This case sample is taught to postgraduate students and practitioners in coaching psychology and positive psychology. Teaching within this context is discussed, along with the pedagogical practices employed to create a reflective and interactive learning environment. One primary activity, a reflective time journal, is presented as a tool for other educators to consider in their teaching of temporal reflexivity. Further consideration is given to the general challenges of teaching time, including limited temporal resources, and acknowledgements of disciplinary, pedagogical, and personal positionalities. This case sample of teaching time may be of particular interest (1) for those looking to facilitate awareness of subjective experiences of time within the classroom (something we might refer to as temporal reflexivity), and (2) for those who teach in an applied setting where students are often practitioners or future practitioners looking for strategies that will practically inform their work.
{"title":"What then is time?: A case sample of teaching time and engaging temporal reflexivity using a reflective time journal activity","authors":"Anna Navin Young","doi":"10.1177/0961463X231176429","DOIUrl":"https://doi.org/10.1177/0961463X231176429","url":null,"abstract":"The current article presents a three-stage approach to teaching time in an applied psychology setting. The approach focuses on nurturing temporal reflexivity by having students reflect on their time-use and draw attention to their subjective experiences of time. Activities, discussions, and practical demonstrations are used to guide students through personal, collective, theoretical, and practical lenses of engaging with time. This case sample is taught to postgraduate students and practitioners in coaching psychology and positive psychology. Teaching within this context is discussed, along with the pedagogical practices employed to create a reflective and interactive learning environment. One primary activity, a reflective time journal, is presented as a tool for other educators to consider in their teaching of temporal reflexivity. Further consideration is given to the general challenges of teaching time, including limited temporal resources, and acknowledgements of disciplinary, pedagogical, and personal positionalities. This case sample of teaching time may be of particular interest (1) for those looking to facilitate awareness of subjective experiences of time within the classroom (something we might refer to as temporal reflexivity), and (2) for those who teach in an applied setting where students are often practitioners or future practitioners looking for strategies that will practically inform their work.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"259 - 271"},"PeriodicalIF":2.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43487100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/0961463X231195911
M. Bastian, K. Facer
The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own take – with the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to interand multidisciplinary ways of working. Much has been written about the theories and methods appropriate to this wide-ranging field, not least in the pages of Time & Society which has championed integrative approaches in particular. To our knowledge, however, very little has been made available about the specific pedagogies that time scholars have developed for university students and new scholars beginning their studies in this complex and definition-defying area of research. How do we go about teaching time? A search of the literature reveals strong research interest in temporality as a core element of educational practice. There is extensive work which unpacks the traditional temporalities of education itself (e.g. Duncheon and Tierney, 2013; Franch and De Souza, 2015; Hohti, 2016), as well as the time pressures of teaching and how they affect pedagogy (e.g. Gravesen and Ringskou, 2017). Here, we see time in its disciplinary mode within education (cf. Alhadeff-Jones, 2017). At the same time, we are beginning to see the use of critical theories of time for challenging and redesigning dominant educational temporalities. Springgay and Truman (2019), for example, turn to work on counterfuturism and queer temporalities to rethink outcomes-based models of teaching in primary and secondary education. Queer temporalities research has been drawn on for theorising a ‘pedagogy of vulnerability’ (Shelton and Melchior, 2020). Crip time has been used as a framework for redesigning college composition classes in the US (Wood, 2017), as has Afrofuturism Special Issue: Teaching Time
{"title":"Introduction: Teaching time","authors":"M. Bastian, K. Facer","doi":"10.1177/0961463X231195911","DOIUrl":"https://doi.org/10.1177/0961463X231195911","url":null,"abstract":"The study of time has always had to deal with the fact that it has no easy disciplinary home. Each discipline may have its own take – with the sociology, anthropology and philosophy of time all being well-established. But what has often characterised an interest in time is the relentless pull to interand multidisciplinary ways of working. Much has been written about the theories and methods appropriate to this wide-ranging field, not least in the pages of Time & Society which has championed integrative approaches in particular. To our knowledge, however, very little has been made available about the specific pedagogies that time scholars have developed for university students and new scholars beginning their studies in this complex and definition-defying area of research. How do we go about teaching time? A search of the literature reveals strong research interest in temporality as a core element of educational practice. There is extensive work which unpacks the traditional temporalities of education itself (e.g. Duncheon and Tierney, 2013; Franch and De Souza, 2015; Hohti, 2016), as well as the time pressures of teaching and how they affect pedagogy (e.g. Gravesen and Ringskou, 2017). Here, we see time in its disciplinary mode within education (cf. Alhadeff-Jones, 2017). At the same time, we are beginning to see the use of critical theories of time for challenging and redesigning dominant educational temporalities. Springgay and Truman (2019), for example, turn to work on counterfuturism and queer temporalities to rethink outcomes-based models of teaching in primary and secondary education. Queer temporalities research has been drawn on for theorising a ‘pedagogy of vulnerability’ (Shelton and Melchior, 2020). Crip time has been used as a framework for redesigning college composition classes in the US (Wood, 2017), as has Afrofuturism Special Issue: Teaching Time","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"239 - 246"},"PeriodicalIF":2.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43949403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1177/0961463X231190693
Marian Preda, Ș. Matei
In this paper, we discuss our experience in teaching time to university students. Our analysis suggests that students’ sociological imagination and fictional creativity might be used as means to deconstruct the hegemonic temporalities of modernity. Specifically, we exemplify our claims by considering a set of classroom activities that use speculative fabulation in order to make students question key assumptions about the objective nature of time. The activities we discuss are based on an original combination of exposure to cultural products, reflective writing exercises, and moderated group discussion, thus opening up new horizons of temporal experimentation, exploration, and interpretation. Our activities invite students to imagine alternative temporalities that are decoupled from prevalent mindsets and challenge the taken-for-granted assumptions about the temporal worlds. The assignments are designed as imaginative scenarios, in which students are asked to question the universal, commodified, and absolute notion of time while becoming familiar with the work of relevant thinkers in sociology and anthropology. Based on our results, we conclude that speculative fabulation holds a strong emancipatory potential and is able to bring about significant changes in how students think about time, because it promotes more empowering and meaningful ways of engagement with the world.
{"title":"Teaching time as a social imaginary. Using speculative fabulation to deconstruct the hegemonic temporalities of modernity","authors":"Marian Preda, Ș. Matei","doi":"10.1177/0961463X231190693","DOIUrl":"https://doi.org/10.1177/0961463X231190693","url":null,"abstract":"In this paper, we discuss our experience in teaching time to university students. Our analysis suggests that students’ sociological imagination and fictional creativity might be used as means to deconstruct the hegemonic temporalities of modernity. Specifically, we exemplify our claims by considering a set of classroom activities that use speculative fabulation in order to make students question key assumptions about the objective nature of time. The activities we discuss are based on an original combination of exposure to cultural products, reflective writing exercises, and moderated group discussion, thus opening up new horizons of temporal experimentation, exploration, and interpretation. Our activities invite students to imagine alternative temporalities that are decoupled from prevalent mindsets and challenge the taken-for-granted assumptions about the temporal worlds. The assignments are designed as imaginative scenarios, in which students are asked to question the universal, commodified, and absolute notion of time while becoming familiar with the work of relevant thinkers in sociology and anthropology. Based on our results, we conclude that speculative fabulation holds a strong emancipatory potential and is able to bring about significant changes in how students think about time, because it promotes more empowering and meaningful ways of engagement with the world.","PeriodicalId":47347,"journal":{"name":"Time & Society","volume":"32 1","pages":"318 - 335"},"PeriodicalIF":2.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48010024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1177/0961463X231188786
Matthew A. Andersson, P. Froese, Boróka B. Bó
Individuals commonly report feeling rushed in industrial societies such as the United States. However, social and economic upheavals such as disasters, recessions, and pandemics complicate perceptions of time by disrupting routines and creating experiences of trauma. In existing research, time perceptions usually are studied separately, leaving unclear how individuals in the United States might experience time in multifaceted ways while working, caring, and grieving. Moreover, previous research has not established whether multifaceted time perceptions each carry independent influences on mental wellbeing, or how they are shaped by sociodemographic background or pandemic-related stressors. Drawing on national Gallup data collected during the COVID-19 pandemic (Spring 2021), we find that Americans generally report some degree of feeling rushed, and also perceive multiple types of time disorientation involving slowness, quickness, and days and weeks blending together. Perceptions that time is moving too quickly or too slowly show an inverse relationship, as expected. Feeling rushed and that days or weeks are blending together also show relationships with both of these perceptions over a 3-month recall period. Importantly, we find that each of these time perceptions is shaped uniquely by income, work hours, age, or having children at home, and that each matters for understanding levels of depressive and anxiety symptoms and overall sense of mastery or control in life. Pandemic-related stressors, including economic strain, working from home, homeschooling a child, and severe household conflict, also show considerable relationships with these multifaceted time perceptions.
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