Temporalities of learning: lessons from a socio-material study of allotment gardening practice

Abstract

ABSTRACTPractice-oriented, socio-material investigations have surfaced the emergent nature of professional knowing and the significance of things for organising such knowing. However, in these accounts, one significant organising actor is largely overlooked: time. This paper foregrounds time, exploring how different temporalities orchestrate knowing in practice. The empirical study for this article is not of professional practice, but the work of allotment gardening and it is, in part, this attending to everyday practice which unsettles routinised ways of seeing and allows unnoticed actors such as time to emerge. The use of Actor-Network Theory sensibilities further disrupts habitual ways of seeing, as the practice of gardeners on an English allotment site is shown to be distributed over a multitude of socio-im/material actors, mobilising five temporal regimes which order learning. This article theorises that such temporal patterning is particularly enabling for learning and indicates that attending to temporality extends the parameters for understanding learning beyond the case of the everyday, to professional knowing and learning more generally.