ABSTRACT
We find ourselves, yet again, surrounded by the calls to respond to a strange quality of time. As philosophers of education, our task of naming this strange quality is becoming increasingly untimely. According to Elizabeth Grosz (2004) this temporality is imperceptible and, therefore, difficult to think or conceptualize and for this reason, very few theorists are able to dislocate their analysis of time from the dominant tendencies and forces of the material-discursive present. In other words, to conceive of time as having the capacity to disrupt the continuity of the present, we have to rework the past so that the present is different from itself, opening up ‘a nick or crack, the untimely, the unexpected, that welcomes the new, whether a new organism, organ, or function, a new strategy, a new sensation, or a new technological invention’ (Grosz, 2004, p. 252).
