Current projects
My work advances the importance of examining the temporal organization of schooling as an aspect of educational injustice. The focus on time supplements the existing focus on space in our understanding of access: inclusion is viewed as children with and without disabilities in the same school or classroom. Yet, this neglects how the organization of time can also have exclusionary effects. I do this work by acknowledging and drawing on the expertise of young people, particularly young people with disabilities, as active participants, advocates, and designers of their educational contexts. My work offers teachers and policymakers approaches to work towards just and inclusive schools.
Falling Clock. Daniel Arsham. Photograph by Tanushree Sarkar
I am working on three projects.
The first is a book project, School Time: Imagining Other Futures in Education. I draw on ethnographic research I conducted for my doctoral dissertation, examining teacher experiences of enacting inclusive education in India through a temporal lens. The book explores how the temporal organization of schooling produces disability categories and exacerbates the exclusion of disabled children.
My second project, Telling Time, is a collaborative project that uses arts-based and visual methods to re-imagine the dominant, exclusionary organization of time. Starting from where the book ends (a critique of how we do time in education), this project imagines futures that value the experiences and expertise of young people, particularly those with disabilities, to redesign the organization of time and temporality in schools. Through this project, we hope to produce concrete guidelines for teachers to value temporal and ability diversity in classrooms.
My third project is a systematic literature review on time and education. We aim to provide a comprehensive landscape of how time is currently conceptualized and studied in educational contexts, or time studies in education.
I am working on three projects.
The first is a book project, School Time: Imagining Other Futures in Education. I draw on ethnographic research I conducted for my doctoral dissertation, examining teacher experiences of enacting inclusive education in India through a temporal lens. The book explores how the temporal organization of schooling produces disability categories and exacerbates the exclusion of disabled children.
My second project, Telling Time, is a collaborative project that uses arts-based and visual methods to re-imagine the dominant, exclusionary organization of time. Starting from where the book ends (a critique of how we do time in education), this project imagines futures that value the experiences and expertise of young people, particularly those with disabilities, to redesign the organization of time and temporality in schools. Through this project, we hope to produce concrete guidelines for teachers to value temporal and ability diversity in classrooms.
My third project is a systematic literature review on time and education. We aim to provide a comprehensive landscape of how time is currently conceptualized and studied in educational contexts, or time studies in education.