ABSTRACT
This chapter discusses how and to what extent the media are reconfiguring the space-times of education. It presents the theoretical framework on media and their space-times, analyzing its relevance for producing more complex understandings of schooling. The chapter also discusses the specificities of digital media as time-based media, and the new space-times of a 24/7 world – referring to Jonathan Crary's metaphor to speak about a hyperconnected world where availability and alertness are required all the time. It introduces some reflections on the space-times of digitalized schools, focusing on the archival practices and the new functions of images in these regimes, their relationship to truth claims, memory, the representability of the real, and the politics of images. The chapter poses some questions about the value of physical space-times for schooling, and about the kind of pedagogies that might be needed to make room for an encounter with difference and otherness.
