This is somewhat belated review as the book in question was published couple of years ago. However the book has recently been published in new paperback edition thus reestablishing the timeliness of review. This relatively short book has, as might be gauged from the title, expansive ambitions. Kontopodis aims to connect large-scale economic and political configurations with not only educational planning and reasoning but further also with human The book is most worthwhile read for those who have an interest in connecting the larger societal shifts in educational thinking with an analysis of issues of personal and collective Kontopodis deftly manages to build the foundation of his analysis on wide array of authors from philosophy, sociology, education and psychology. Besides presenting concrete analysis drawing on number of empirical cases the thorough use of references offers the reader wealth of opportunity for further reading within the different subjects covered.In the author's own description the book focuses on concrete student cases [as opposed to earlier work] on school institutional and organizational issues [and] epistemological issues [regarding] the concept of development. xiv). This framing is important as it makes the book less of summing up and explication of Kontopodis' earlier work and more of continuation and expansion of that work. Theoretically Kontopodis takes departure in multiple research traditions such as post-structuralist and process philosophy, ANT, Cultural-Historical psychology and Critical Psychology and Pedagogy. The settings from which Kontopodis has collected his data are similarly varied spanning marginalized students in vocational school setting in Germany, the 'Freedom Writers' in the 90s California, to Brazilian workers movement, employing 'Pedagogia da Terra'. That this broad theoretical scope and wide array of settings are compressed into effectively 100 pages (excluding appendix, notes and references) left me wary at the outset as to whether the discussion of the theoretical framework and the analysis would be sufficiently explicit. At the end of my reading I am left with the impression that longer and more thorough treatment of the different aspects of the presented argument and of the theoretical framework would have benefitted the reader. Some rather important parts of the argument must be accepted with less available discussion than one might have wished for in book. This holds true first and foremost for the concept of neoliberalism which frames the investigation and from which alternatives are sought, but also the use of L. S. Vygotsky who Kontopodis cites as a major theoretical inspiration (p. 6). For those left wanting however much can be found in previous work by Kontopodis (e.g. 2007; 2009; 201 la,b) and adds to the initial point that the book is best viewed as an extension and foray into new areas rather than retrospective presentation of previous work. However it would be unfair to leave the impression that Kontopodis glace over important issues. Certainly his choice of focus means that some aspects are made less explicit - if one follows the many sources he quotes and cites it is clear that his work is thoroughly situated in existing debates on the topics he touches upon.The subtitle of the book points to the key concepts surrounding the concept of development - i.e. time, mediation and collectivity. Central to Kontopodis' analysis time is not an objective, ontological fact, but is enacted, created for and by participants in educational settings and beyond. Development, then, is not movement in linear, objective time, rather:[Time and development] require lot of work in order to ensure that particular relations are enacted and others are not. Both time and development are co-fabricated, entangled and processed together in way that doing development is doing time and vice versa. (p. …