Time & Risk in Education

Contemporary western education occupies a schism in time marked by significant incongruities, wherein the universally accepted human right for equality and inclusion is pitted against discriminatory programs of clock time that mediate the practices of students and teachers. Inclusive education is at once challenging (Ainscow, 2005; Slee, 2018) and at risk of dismissal for being understood as excessively time consuming to implement (Thomas & Whitburn, 2018). In this chapter we explore this rift by elucidating current debates in inclusive educational scholarship and practice of persons to be educated, within what Beck, Bonss and Lau (2003) refer to as a shift from simple to reflexive modernisation, and to which Adam (2003) threads the temporal.