ABSTRACT
As a normative project, education is inevitably linked to a collective imagination of time as a constant flow from past to future. Building on past experiences, memory, formerly accumulated explicit and implicit knowledge, and confined to the situatedness of presence, educational activities are prompted by and directed towards imaginations of a coming future. Education is often considered as a purposeful, constructed process taking place in a carefully designed exclusive space for learning. Space-times of education are made in times of historical change. When means of communication, and social and technical development had led to major social reconfigurations, the respective space for education opened up in an informal and self-organised way. The emerging broad literature on how to make use of newly acquired knowledge about the world and the establishing of female ways of knowing appeared as an educational project; it gave reason to the (re)construction of gender differences and enabled men and women to consent to it.
