Abstract
In this article, we explore questions related to the meaning and nature of time in schooling environments. Cultural, historical and ecological images inform our thinking, using concepts from postmodern perspectives such as semiotics and critical pedagogy. We begin by reviewing the historical development of conceptions of time and describe what is meant by framing our research and thinking in a postmodern vision of time. We examine ideas about other potential meanings of time using semiotic and critical pedagogical interpretations. As the research and recommendations are of value to professional educators and policy makers, we discuss the value of nurturing intellectual relationships, the value of collaboration, and the importance of developing new ways to give voice to teachers to allow them to articulate their views about what is most meaningful and significant in the organization of learning environments.
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Shapiro, B., Richards, L., Ross, N. et al. Time and the Environments of Schooling. Learning Environments Research 2, 1–19 (1999). https://doi.org/10.1023/A:1009991421940
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DOI: https://doi.org/10.1023/A:1009991421940