ABSTRACT
This chapter explores the empirical possibilities of the rhyth-manalytical approach elaborated by philosopher and urban theorist Henri Lefebvre. The rhythmanalytical approach allows Lefebvre to express the above argument in terms of temporality. The chapter describes how children and parents practise techniques of managing the various temporalities of the school journey by adapting children's bodies to the rhythms of clocks, schedules and mobility technologies. It engages with the polyrhythmic' qualities of the school journeys, exploring how children creatively vary their temporal experiences while moving in urban spaces. Everyday action is not only composed of social rhythms but of all kinds of natural, technological and environmental temporalities. The chapter shows how children's mobile bodies form rhythmic clashes and frictions with their surroundings, which sometimes restrict their agencies, at other times produce unexpected possibilities for action. It concludes with ties together the empirical sections and addresses the broader implications of rhythmanalysis for childhood research.
