The ‘End(s)’ of Time in Education: Diffractive Pedagogies for Re(Narrating) Beings in School

Abstract

In this editorial, we collectively wonder about The End(s) of Time in educational settings. To do this wondering, we unpack the idea of ‘End’ and its various definitions. Then, we move to thinking about how time and narrative entangle within educational spaces to create opportunities for knowing within and across generations of beings—adults and children—on the school landscape. We describe the concept of ‘diffractive pedagogies’ and then share examples of diffractive pedagogies within and across four disciplines (history, language arts, computer science, and earth science) and then we draw out from school into family and community knowing.