The Social construction of time and adult-child power relationships in educational settings

The concepts of “adulthood “ and “childhood” are anchored in the fundamental temporal otherness of children perceived by adults. Adult's and child's temporalities are only partially overlapped and their relationship unfolds in the moment of overlap, when the concentration of powers of the past and for the future, which adult and child respectively “possess”, is particularly unequal.Future-oriented concerns underlie developmental 'becoming prospective' on children lives', which is being replaced with a 'being prospective' in the new sociology of childhood paradigm, where children participation and agency are of major importance. Recently the new consideration emerged within the new sociology of childhood, where 'being' and 'becoming' discourses must be conceptualized together in complimentary way. Education is a field of social life where children are treated as sites of investment, as human becomings- 'passive', 'active' or 'without end'. According to Bourdieu the time spent at school is characterized by particular forms of bodily control and expression which can serve to obtain from children and adults forms of consent that the mind could otherwise refuse. James and Prout argues that the social construction of time may be very fruitful for the study of childhood, considering centrality of time to developmental psychological concepts, distribution of power, to control children's time and order children lives.