Governing through time(s)
Temporal modes ofgovernance in digital education policy
Publication date
2024-05-17
Document type
Forschungsartikel
Author
Organisational unit
Publisher
Routledge, Taylor & Francis Group
Series or journal
British Journal of Sociology of Education
Periodical volume
45
Periodical issue
4
First page
609
Last page
624
Peer-reviewed
✅
Part of the university bibliography
✅
Language
English
Keyword
Temporal governance
Time
Digital education policy
Relational thinking
Abstract
In recent years, there has been a renewed focus on temporality in education policy and governance. This article aims to contribute to this growing body of literature by examining a recent digital education policy initiative in Flanders (Belgium) called ‘Digisprong’. Arguing that time, in relation to space, in education policy is relationally produced rather than existing ‘out there’, the article advances a relational interpretation of the concept of ‘temporal governance’. Encompassing the different ways time governs education, this offers a heuristic to empirically study temporalities in education policy. The analysis illustrates how Digisprong shapes three temporal modes of governance: futurization by flattening the past, acceleration through recalibration, and creating conditions for timeliness. Conclusively, we contend that when examining educational time(s), it becomes evident that different temporalities of education governance are not isolated. Instead, they are intricately enacted simultaneously and differentially, highlighting the need for empirical research on time in education.
Description
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Version
Published version
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