chapter  6
13 Pages

Rhythmanalytical sketches: agencies, school journeys, temporalities

ByKim Kullman, Charlotte Palludan

Kim Kullmana and Charlotte Palludanb aDepartment of Social Research, University of Helsinki, PO Box 18, 00014 Helsinki, Finland; bDepartment of Education, Aarhus University, Tuborgvej 164, Building D, DK-2400 København

NV, Denmark

Introduction

Allison James, Chris Jenks, and Alan Prout (1998, pp. 59-80) point out the changing time

frames of children’s lives as a central theme for childhood research in their seminal book The-

orizing Childhood. They argue that Euro-American childhoods are ordered by the rhythms of

schooling, family routines and free time, each imposing their own norms and expectations. Chil-

dren also shape and experience time in highly situated ways, enacting alternative temporalities

through, for example, media, mobility and peer-cultures (see also Christensen and James 2001,

Lareau 2003). However, although the temporal organisation of everyday life is a long standing

topic in anthropological (Harris 1998), cultural (Highmore 2004), geographical (May and Thrift

2001) and sociological (Adam 2004) research, relatively little attention has been directed at the

multiple and qualitatively different environmental, social and technological temporalities that

constitute children’s everyday lives.