Abstract:In a number of more recent studies, it has been argued that an increasingly presentistic temporal regime has emerged in educational politics since the 1970s. Against this backdrop, with Sweden as an exemplar, the purpose of this study is twofold. Firstly, it serves to elaborate on how this presentist temporal logic in the educational field appears to be entwined with a specific form of equality, which I will refer to as imaginary equality. Arguing that it is motivated to conceive of these two-the tendency of p… Show more
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