Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis

In this paper, we examine the emergent concept of chronotope and its deployment for examination space-time relations in research on learning education. Chronotopes have been defined terms socially configurations space-time, where space time are considered as interdependent social constructions. Chronotope is seen a conceptual analytical tool that allows reaching sociocultural dialogical understanding human action interaction space-time. We argue existing chronotopic has not sufficiently explicit concerning how units analysis selected conceptualized. To facilitate wider adoption concept, introduce discuss four dimensions (foregrounding processes, dialogicality, material-discursive features interdependency space-time). illustrate these by discussing they were implicitly or explicitly included conceptualization unit exemplary studies. particular, show including one more enabled to make “visible” educationally relevant phenomena significant aspects pedagogical practice. all, our article contributes methodological foundations using learning.