Abstract

In this chapter, we problematise the connection between the experience of temporality in school and educational justice in the context of the acceleration and proliferation of technology use. Our problematization takes place in three stages. In the first, we conduct a recap and delve into the etymological meaning of school, which is based on the word skholè (σχoλ ´η), which denotes free or leisure time. Free time would be a time not yet claimed or determined by society, which implies that education involves giving the new generation a fair chance at their existence as subjects. We then problematise this meaning by introducing communicational tech-nology into the school context and considering the acceleration of time. Using data from a three-year project about the use of communicational technology in Chilean schools, we demonstrate that even though the introduction of technologies and the acceleration of time can facilitate processes and improve communication between families and schools, it does not allow the deployment of different ways of being a teacher and parent, constructing a panorama of injustice. In the final stage, we assert that considering freedom and the suspension of time as a fair chance for our existence as subjects does not mean divesting ourselves of what we are as students, teachers or parents, but rather, it involves embracing the multiplicity of what we represent with regard to this time in school. We propose that this could be a way to break away from the acceleration discussed in the second section.