The pedagogical cocoon

Drawing on research into processes of individual emancipation in adult education, we examine how training may support transformative processes by establishing its own spatiotemporal dimension and bring into dialogue how French-speaking authors conceptualise emancipation, particularly within autoformation1. Training can operate as a secured spatiotemporal cocoon, aiding in regaining life control through transformative learning and anthropoformation. The study focusing on adults resuming higher education suggests utilising Galvani’s concept of kaïros2, Pineau's schizo-chrony, and Alhadeff-Jones's rhythmic approaches that emancipation addresses both spatial ('Where is my place?') and temporal ('What is my time?') questions. Within this secured spatiotemporal cocoon, learners reflect on experiences, addressing Mezirow's 'disorienting dilemma' and benefit from the gift of epoché. Engaging with training's rhythmic patterns, they redefine their present, constructing futures. We contend that educators’ role involves supporting transformation and emancipation while creating, maintaining, and defending this spatiotemporal cocoon. How might educators safeguard this transformative space?