Lyon, Dawn (2023) Teaching the sociology of time in a time of disruption (a strike and a pandemic). Time & Society, 32 (3). pp. 280-291. ISSN 1461-7463. (doi:10.1177/0961463X231156322) (KAR id:100174)
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Language: English 
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| Official URL: https://doi.org/10.1177/0961463x231156322 |
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Abstract
This short article shares the innovative pedagogic practices I explored and developed to nurture temporal reflexivity in the classroom to engage students in the study of the sociology of time in the context of the COVID-19 pandemic and a local strike. It takes the reader through the module as it was structured and delivered in two parts: from calendars to calibration; and from memory to procrastination. This is interspersed with details of the learning exercises we undertook in the classroom and the module assignments.
| Item Type: | Article |
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| DOI/Identification number: | 10.1177/0961463X231156322 |
| Uncontrolled keywords: | Calibration, clocks, future-imagining, procrastination, rhythm, sociology of time, speed, temporal inequalities, waiting |
| Subjects: | H Social Sciences > H Social Sciences (General) |
| Divisions: | Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research |
| Funders: | University of Kent (https://ror.org/00xkeyj56) |
| Depositing User: | Dawn Lyon |
| Date Deposited: | 22 Feb 2023 09:54 UTC |
| Last Modified: | 05 Nov 2024 13:05 UTC |
| Resource URI: | https://kar.kent.ac.uk/id/eprint/100174 (The current URI for this page, for reference purposes) |
University of Kent Author Information
Lyon, Dawn.
| Creator's ORCID: |
 https://orcid.org/0000-0002-8534-2194
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