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A teacher residency's entanglement with time: 'We always say we will get to it, but we never do'.

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Title: A teacher residency's entanglement with time: 'We always say we will get to it, but we never do'.
Authors: Albright, Thomas1 thomas.f.albright@gmail.com
Source: Educational Philosophy & Theory. Dec2023, Vol. 55 Issue 13, p1487-1500. 14p.
Subject Terms: *Teacher training, *Higher education, *Blended learning, Antislavery movements
Geographic Terms: Southern States
Abstract: 'We just do not have enough time'. A statement uttered too often in the field of education. Having taught in K-12 schools, universities, and accelerated K-12 and higher education classes, I am no stranger to the myriad of conversations on time that swirl in these spaces. All too frequently, I heard statements like: 'there is not enough time in the schedule to do this work', 'time is our enemy', 'do the best you can with the limited time you have', and witnessed many discussions of entanglements with time, be they individual, institutional, or structural. This article explores issues of time within hybrid/third-space working groups embedded within a teacher residency in an urban Southeastern city of the United States. In exploring the question: what role does time play in hybrid teacher residency work? This article demonstrates how time operates as a structural constraint, as a nonhuman agent, and/or is mobilized to escape/evade the nuanced and complex work of doing/thinking anti-racist abolitionist residency work across practice and theory. [ABSTRACT FROM AUTHOR]
Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A teacher residency's entanglement with time: 'We always say we will get to it, but we never do'.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br /><searchLink fieldCode="DE" term="%22Antislavery+movements%22">Antislavery movements</searchLink>
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  Data: 'We just do not have enough time'. A statement uttered too often in the field of education. Having taught in K-12 schools, universities, and accelerated K-12 and higher education classes, I am no stranger to the myriad of conversations on time that swirl in these spaces. All too frequently, I heard statements like: 'there is not enough time in the schedule to do this work', 'time is our enemy', 'do the best you can with the limited time you have', and witnessed many discussions of entanglements with time, be they individual, institutional, or structural. This article explores issues of time within hybrid/third-space working groups embedded within a teacher residency in an urban Southeastern city of the United States. In exploring the question: what role does time play in hybrid teacher residency work? This article demonstrates how time operates as a structural constraint, as a nonhuman agent, and/or is mobilized to escape/evade the nuanced and complex work of doing/thinking anti-racist abolitionist residency work across practice and theory. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131857.2023.2183119
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      – SubjectFull: Blended learning
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      – SubjectFull: Antislavery movements
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      – SubjectFull: Southern States
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              Text: Dec2023
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