The COVID-19 pandemic has foregrounded the significance of time to everyday life, as the routines, pace, and speed of social relations were widely reconfigured. This article uses rhythm as an object and tool of inquiry to make sense of spatio-temporal change. We analyse the Mass Observation (MO) directive we co-commissioned on ‘COVID-19 and Time’, where volunteer writers reflect on whether and how time was made, experienced, and imagined differently during the early stages of the pandemic in the UK. We draw (...) on Henri Lefebvre and Catherine Régulier's ‘rhythmanalysis’, taking up their theorisation of rhythm as linear and cyclical and their concepts of arrhythmia (discordant rhythms) and eurhythmia (harmonious rhythms). Our analysis highlights how MO writers articulate (a) the ruptures to their everyday rhythms across time and space, (b) their experience of ‘blurred’ or ‘merged’ time as everyday rhythms are dissolved and the pace of time is intensified or slowed, and (c) the remaking of rhythms through new practices or devices and attunements to nature. We show how rhythm enables a consideration of the spatio-temporal textures of everyday life, including their unevenness, variation, and difference. The article thus contributes to and expands recent scholarship on the social life of time, rhythm and rhythmanalysis, everyday life, and MO. (shrink)

Bringing together scholars from philosophy, bioethics, law, sociology, and anthropology, this topical collection explores how innovations in the field of biomedicine and the life sciences are challenging and transforming traditional understandings of human temporality and of the temporal duration, extension and structure of human life. The contributions aim to expand the theoretical debate by highlighting the significance of time and human temporality in different discourses and practical contexts, and developing concrete, empirically informed, and culturally sensitive perspectives. The collection is structured (...) around three main foci: the beginning of life, the middle of life, and later life. This structure facilitates an in-depth examination of specific technological and biographical contexts and at the same time allows an overarching comparison of relevant similarities and differences between life phases and fields of application. (shrink)

Live coding is an embodied, sensorial and live technological–human relationship that is recursively iterated through sonic and visual outputs based on what we argue are kinship relations between and through bodies and technology. At the same time, and in a familiar moment of déjà vu for feminist scholars, live coding is most often discussed not in relation to the lived and sensory human–technology kinship, but in terms of fetishised code or software, output and agency. As feminist scholars have long argued, (...) emphasising and fetishising code or software, and celebrating output and agency are normatively masculine, white and Western conceptions of technology that feed into the growing valorisation of accelerationist logic whilst also negating embodied, not to mention other (non-white, Western, masculine) bodies, expertise or histories per se. In this article, we want to redress this by drawing on our empirical material on live coding to focus on human–technology kinship and, in so doing, think about failure, slowness and embodiment and about human–technology relations that are more akin to what Alison Kafer (drawing on the work of Donna Haraway) has termed ‘becoming with’ or ‘making kin’. This, we argue, has the potential to shift the focus from the potentialities of technologies on or through the body, towards the generative capacities of mediation (including failure), which are caught up in lived experiences. The question is not only about how the relations of bodies and technologies are played out in certain circumstances but about what might be played out if we reconceptualise these relations in these terms. (shrink)

This essay considers Judy Wajcman’s book Pressed for Time: The Acceleration of Life in Digital Capitalism and an edited volume by her and Nigel Dodd entitled The Sociology of Speed: Digital, Organizational, and Social Temporalities. The essay claims that the two books challenge the one-dimensional and somewhat deterministic notion of a blanket, all-encompassing social acceleration dynamic, purportedly enveloping the whole of modernity, by offering new conceptual insights and empirical illustrations. Not only do the currently fashionable perspectives on acceleration in the (...) social sciences overlook the nuances in temporal experience and the inextricable link between “fast” and “slow,” they also neglect the emerging temporal divisions inherent in the expansive nature of new information and communication technologies. Both books, in addressing such nuances and divisions, represent key landmarks in the sociology of time/speed and contribute significantly to the emerging social study of temporal transformation. (shrink)

Calvino’s reflection on _quickness_ brings the reader through a zig-zag journey without a predefined destination, crossing the history of literature in order to think about writing and the relationship between physical speed and speed of mind. To discuss _quickness_ as a virtue, Calvino refers to the potentiality of human reasoning and typifies different styles of thought. Elaborating on _quickness_ as a quality and a virtue in the contemporary societal and more particularly educational context which is conceptualized as “accelerated time” (Rosa (...) _Social Acceleration: A New Theory of Modernity_, 2013) and “network time” (Hassan _Time & Society_ 12:226–241, 2003) might at first glance seem somewhat irrelevant. However, the pressing relevance of this virtue lies precisely in the digitized direction which school education is faced with. The shift towards digital school education bears the implication of decoupling the space and time of education from the here and now of the classroom. This, on the flip side means allowing global events as well as personal happenings of the teacher and students to enter the classroom, leading the lesson time to become a poly-synchronous time. That is against this contemporary background of digital education that this article attempts to relate to Calvino’s understanding of quickness. The article embarks on characterizing four aspects of Calvino’s reading of quickness and problematizes their manifestation in the current digital school education climate and finally, it seeks to open some concrete horizons for re-introducing quickness as a virtue for education in the digital age. (shrink)