Pedagogies of Time: “Editing” Textbooks, Timelines, and Childhood Memories

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ketevan Chachkhiani, Garine Palandjian, Keti Tsotniashvili, Iveta Silova
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引用次数: 0

Abstract

Drawing on the concept of “pedagogies of time,” this article analyzes early literacy textbooks and our own childhood memories of temporal socialization in (post)Soviet Armenia, Georgia, and Latvia. While textbook analysis reveals purposeful socialization of children into modern linear timelines, memory stories interrupt these predetermined trajectories and shift attention toward multiple forms of temporalities that coexist alongside and entangle with each other. Using a speculative thought experiment, we “edit” a chronological timeline in one of the stories from early literacy textbooks as an attempt to simultaneously (re)write the dominant timespaces of socialist modernity and the way childhood appears there.
时间教育学:“编辑”教科书、时间线和童年记忆
本文借鉴“时间教育学”的概念,分析了早期识字课本和我们自己在(后)苏联亚美尼亚、格鲁吉亚和拉脱维亚的时间社会化童年记忆。虽然教科书分析揭示了儿童有目的地融入现代线性时间线的社会化,但记忆故事打断了这些预先确定的轨迹,并将注意力转移到多种形式的时间上,这些时间共存并相互纠缠。通过一项推测性思维实验,我们在早期识字课本中的一个故事中“编辑”了一个按时间顺序排列的时间线,试图同时(重新)书写社会主义现代性的主导时间空间和童年在那里的表现方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Childhood Studies
Journal of Childhood Studies EDUCATION & EDUCATIONAL RESEARCH-
自引率
11.10%
发文量
20
审稿时长
42 weeks
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