Pub Date : 2023-06-09DOI: 10.18357/jcs482202320957
V. Ibanez, A. Morrow, Astrid Lackner
This paper is an attempt to approach the complexities of interdependent lifeworlds through an engagement with the multiple appearances and becomings of Air. Air’s mysterious unknowability calls forth a sense of deep listening and attunement, including the ways in which elemental and more-than-human communities communicate or encounter one another. Seeking to practice ethical and political pedagogies within contemporary early childhood care and education, the authors orient this paper within a posthumanist theoretical framework while engaging in interdisciplinary collaborations with environmental humanities and postpositivist, poststructural, feminist writings. This paper employs lively storytelling in an attempt to decenter humancentric views and to create the possibility for others to be heard.
{"title":"Airing Invisible Stories: Lively Storytelling in Early Childhood Education","authors":"V. Ibanez, A. Morrow, Astrid Lackner","doi":"10.18357/jcs482202320957","DOIUrl":"https://doi.org/10.18357/jcs482202320957","url":null,"abstract":"This paper is an attempt to approach the complexities of interdependent lifeworlds through an engagement with the multiple appearances and becomings of Air. Air’s mysterious unknowability calls forth a sense of deep listening and attunement, including the ways in which elemental and more-than-human communities communicate or encounter one another. Seeking to practice ethical and political pedagogies within contemporary early childhood care and education, the authors orient this paper within a posthumanist theoretical framework while engaging in interdisciplinary collaborations with environmental humanities and postpositivist, poststructural, feminist writings. This paper employs lively storytelling in an attempt to decenter humancentric views and to create the possibility for others to be heard.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46636733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.18357/jcs482202321090
Brenda Cleary, F. Carnevale, A. Tsimicalis
This paper offers a collection of found poems offering insights into representative worlds of children living with dis/abilities, chronic hospitalizations, and the ethical dilemmas surrounding their perioperative care. The collection represents the sum tota poetic crystallization of a multiyear ethnography focused on the ethical experiences of the childhood osteogenesis imperfecta community as encountered in a specialized North American pediatric OI clinic. The collection deliberately bridges multiple separate (yet deeply connected) worlds of children, clinicians, and family members to reveal their interdependence and yet preserve each individual’s distinct viewpoints.
{"title":"Childhood Worldings of Brittle Bone Disease: A Portrait in 5 Triptych Research Poem","authors":"Brenda Cleary, F. Carnevale, A. Tsimicalis","doi":"10.18357/jcs482202321090","DOIUrl":"https://doi.org/10.18357/jcs482202321090","url":null,"abstract":"This paper offers a collection of found poems offering insights into representative worlds of children living with dis/abilities, chronic hospitalizations, and the ethical dilemmas surrounding their perioperative care. The collection represents the sum tota poetic crystallization of a multiyear ethnography focused on the ethical experiences of the childhood osteogenesis imperfecta community as encountered in a specialized North American pediatric OI clinic. The collection deliberately bridges multiple separate (yet deeply connected) worlds of children, clinicians, and family members to reveal their interdependence and yet preserve each individual’s distinct viewpoints.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42811097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.18357/jcs482202320747
Georgiana Mathurin
This paper discusses possibilities of relational world making with water. Many Canadian early childhood education and care programs continue to engage water through a developmentalist lens, such as through practices that focus on containing, extracting, and trapping water. Children’s explorations, such as with sensory water bottles and water tables, are predominantly viewed through narrow learning and developmental milestones. This deficit perspective maintains colonial and commodified relations with water. This paper presents some ways children and early childhood educators can create liveable worlds with water.
{"title":"Re (Imagining) Water Pedagogies in Early Childhood Education and Care Programs","authors":"Georgiana Mathurin","doi":"10.18357/jcs482202320747","DOIUrl":"https://doi.org/10.18357/jcs482202320747","url":null,"abstract":"This paper discusses possibilities of relational world making with water. Many Canadian early childhood education and care programs continue to engage water through a developmentalist lens, such as through practices that focus on containing, extracting, and trapping water. Children’s explorations, such as with sensory water bottles and water tables, are predominantly viewed through narrow learning and developmental milestones. This deficit perspective maintains colonial and commodified relations with water. This paper presents some ways children and early childhood educators can create liveable worlds with water. ","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44355022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.18357/jcs482202320982
Richard Stronach
As Canada begins to establish universal childcare, the market-based neoliberalism of the early learning and care system continues to undervalue, underpay, overwork, and overpolice early childhood educators (ECEs). Ontario’s resource How Does Learning Happen? (HDLH) has been celebrated for its sociocultural stance and identified as transformative and central to the modernization of Ontario’s childcare system. Critical discourse analysis reveals how HDLH and the Ontario Ministry of Education continue to oppress ECEs. The implementation of universal childcare provides an opportunity for the government to include ECEs to make real changes in working conditions, wages, and the provision of quality childcare.
{"title":"How Does Learning Happen? Ontario’s Pedagogy of Oppression?: A Critical Discourse Analysis of Ontario’s Early Years Pedagogical Framework","authors":"Richard Stronach","doi":"10.18357/jcs482202320982","DOIUrl":"https://doi.org/10.18357/jcs482202320982","url":null,"abstract":"As Canada begins to establish universal childcare, the market-based neoliberalism of the early learning and care system continues to undervalue, underpay, overwork, and overpolice early childhood educators (ECEs). Ontario’s resource How Does Learning Happen? (HDLH) has been celebrated for its sociocultural stance and identified as transformative and central to the modernization of Ontario’s childcare system. Critical discourse analysis reveals how HDLH and the Ontario Ministry of Education continue to oppress ECEs. The implementation of universal childcare provides an opportunity for the government to include ECEs to make real changes in working conditions, wages, and the provision of quality childcare.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.18357/jcs482202321253
Paolo Russumanno
Peter Kraftl’s work After Childhood: Re-thinking Environment, Materiality, and Media in Children’s Lives (Routledge, 2020) demands a strenuous exercise in reading, thinking, and imagining new ways of seeing and becoming within the field of childhood studies. Broadly speaking, this is a methodological experiment that mostly uses the theoretical positioning of new materialist and posthumanist thinking to unlock the potential for further interdisciplinary research. In this pursuit, Kraftl relentlessly breaks open scholastic silos, humanist languages, and widely agreedupon ways of knowing to present a carefully curated hodgepodge of disciplinary endeavours that reimagine the child and the world. At its core, this is the motivation for thinking with after childhood.
{"title":"A Future “After Childhood”: Engaging the Anthropocene in Early Childhood Education","authors":"Paolo Russumanno","doi":"10.18357/jcs482202321253","DOIUrl":"https://doi.org/10.18357/jcs482202321253","url":null,"abstract":"Peter Kraftl’s work After Childhood: Re-thinking Environment, Materiality, and Media in Children’s Lives (Routledge, 2020) demands a strenuous exercise in reading, thinking, and imagining new ways of seeing and becoming within the field of childhood studies. Broadly speaking, this is a methodological experiment that mostly uses the theoretical positioning of new materialist and posthumanist thinking to unlock the potential for further interdisciplinary research. In this pursuit, Kraftl relentlessly breaks open scholastic silos, humanist languages, and widely agreedupon ways of knowing to present a carefully curated hodgepodge of disciplinary endeavours that reimagine the child and the world. At its core, this is the motivation for thinking with after childhood.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45940927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Temporality is recognized as critical to the understanding of childhoods by contemporary scholars of childhood. This paper explores the varying temporalities through which marginal childhoods (and their educational inclusion), particularly those situated in contexts of temporary internal migration, are constructed in the Indian context. Drawing on ethnographic data from the city of Bangalore, this paper problematizes how dominant ideals around migration, childhood, and schooling frame migrant children’s lives through linear temporalities. Furthermore, the paper argues that policy interventions that ostensibly include migrant childhoods do not engage critically with the politics of linear temporality which, in turn, is central to the exclusionary dynamics of migrant children’s schooling.
{"title":"Migrant Childhoods and Temporalities in India: A Reflective Engagement with Dominant Discourses","authors":"V. Rajan","doi":"10.18357/jcs202320499","DOIUrl":"https://doi.org/10.18357/jcs202320499","url":null,"abstract":"Temporality is recognized as critical to the understanding of childhoods by contemporary scholars of childhood. This paper explores the varying temporalities through which marginal childhoods (and their educational inclusion), particularly those situated in contexts of temporary internal migration, are constructed in the Indian context. Drawing on ethnographic data from the city of Bangalore, this paper problematizes how dominant ideals around migration, childhood, and schooling frame migrant children’s lives through linear temporalities. Furthermore, the paper argues that policy interventions that ostensibly include migrant childhoods do not engage critically with the politics of linear temporality which, in turn, is central to the exclusionary dynamics of migrant children’s schooling.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on the concept of “pedagogies of time,” this article analyzes early literacy textbooks and our own childhood memories of temporal socialization in (post)Soviet Armenia, Georgia, and Latvia. While textbook analysis reveals purposeful socialization of children into modern linear timelines, memory stories interrupt these predetermined trajectories and shift attention toward multiple forms of temporalities that coexist alongside and entangle with each other. Using a speculative thought experiment, we “edit” a chronological timeline in one of the stories from early literacy textbooks as an attempt to simultaneously (re)write the dominant timespaces of socialist modernity and the way childhood appears there.
{"title":"Pedagogies of Time: “Editing” Textbooks, Timelines, and Childhood Memories","authors":"Ketevan Chachkhiani, Garine Palandjian, Keti Tsotniashvili, Iveta Silova","doi":"10.18357/jcs202320568","DOIUrl":"https://doi.org/10.18357/jcs202320568","url":null,"abstract":"Drawing on the concept of “pedagogies of time,” this article analyzes early literacy textbooks and our own childhood memories of temporal socialization in (post)Soviet Armenia, Georgia, and Latvia. While textbook analysis reveals purposeful socialization of children into modern linear timelines, memory stories interrupt these predetermined trajectories and shift attention toward multiple forms of temporalities that coexist alongside and entangle with each other. Using a speculative thought experiment, we “edit” a chronological timeline in one of the stories from early literacy textbooks as an attempt to simultaneously (re)write the dominant timespaces of socialist modernity and the way childhood appears there.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43679175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper’s reading of a specific cultural artifact to emerge from children’s climate activism in contemporary Australia enacts an argument that children themselves can be seen to be redefining childhood and futurity through their climate activism and demonstrates how their placards are evidence of this. It argues that we as critical childhood scholars can follow their lead by uncovering the discourses that underpin their activist slogans. In doing so, we can set about contesting the limiting and disempowering discourses of childhood that would dismiss the very idea of children as political participants in the fight to save the planet.
{"title":"“The Ice is Melting and I Don’t Want Santa to Drown!”: Reflections on Childhood, Climate Action, and Futurity","authors":"Lucy Hopkins","doi":"10.18357/jcs202320484","DOIUrl":"https://doi.org/10.18357/jcs202320484","url":null,"abstract":"This paper’s reading of a specific cultural artifact to emerge from children’s climate activism in contemporary Australia enacts an argument that children themselves can be seen to be redefining childhood and futurity through their climate activism and demonstrates how their placards are evidence of this. It argues that we as critical childhood scholars can follow their lead by uncovering the discourses that underpin their activist slogans. In doing so, we can set about contesting the limiting and disempowering discourses of childhood that would dismiss the very idea of children as political participants in the fight to save the planet.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mnemo Zin, Iveta Silova, Z. Millei, Nelli Piattoeva, Camila Da Rosa Ribeiro
During the Cold War, linear and future-oriented temporalities were enforced to accelerate social transformation on both sides of the Iron Curtain. Despite efforts to control time by bracketing complex human conditions, children were routinely engaged in everyday activities that followed different rhythms. Building on Barbara Adam’s notion of timescapes and drawing on collective biography research, this article examines different temporal experiences through childhood memories of harvesting in a forest, a family garden, and a collective farm. These memories reveal emotionally intense—embodied and embedded—temporal experiences of children entangled within timescapes of multiple and sometimes contradictory dimensions of human and more-than-human times.
{"title":"Timescapes in Childhood Memories of Everyday Life During the Cold War","authors":"Mnemo Zin, Iveta Silova, Z. Millei, Nelli Piattoeva, Camila Da Rosa Ribeiro","doi":"10.18357/jcs202320547","DOIUrl":"https://doi.org/10.18357/jcs202320547","url":null,"abstract":"During the Cold War, linear and future-oriented temporalities were enforced to accelerate social transformation on both sides of the Iron Curtain. Despite efforts to control time by bracketing complex human conditions, children were routinely engaged in everyday activities that followed different rhythms. Building on Barbara Adam’s notion of timescapes and drawing on collective biography research, this article examines different temporal experiences through childhood memories of harvesting in a forest, a family garden, and a collective farm. These memories reveal emotionally intense—embodied and embedded—temporal experiences of children entangled within timescapes of multiple and sometimes contradictory dimensions of human and more-than-human times.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42062233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Childhood and time constitute key sites of regulation for nationalist authoritarian regimes. However, the influence of time on contemporary nationalist discourses of childhood located in the Global South remains an underresearched area. This paper critically analyzes two spectacles involving Hindu nationalist Indian Prime Minister Narendra Modi and secondary school students on the occasions of Teachers Day 2014 and 2015. Temporal language, markers, and symbols rooted in discourses of colonialism/Orientalism, Brahminical Hinduism, and capitalist development are deconstructed to show how nationalist constructions of childhood can penetrate deep into the everyday lives of particular children who are deemed worthy to serve their nation. The paper concludes by highlighting specific ways in which time and temporality are weaponized to reproduce and legitimize a social hierarchy of childhoods that is necessary to sustain Hindu ethno-religious nationalism.
{"title":"Duty, Discipline, and Dreams: Childhood and Time in Hindutva Nation","authors":"Nisha Thapliyal","doi":"10.18357/jcs202320538","DOIUrl":"https://doi.org/10.18357/jcs202320538","url":null,"abstract":"Childhood and time constitute key sites of regulation for nationalist authoritarian regimes. However, the influence of time on contemporary nationalist discourses of childhood located in the Global South remains an underresearched area. This paper critically analyzes two spectacles involving Hindu nationalist Indian Prime Minister Narendra Modi and secondary school students on the occasions of Teachers Day 2014 and 2015. Temporal language, markers, and symbols rooted in discourses of colonialism/Orientalism, Brahminical Hinduism, and capitalist development are deconstructed to show how nationalist constructions of childhood can penetrate deep into the everyday lives of particular children who are deemed worthy to serve their nation. The paper concludes by highlighting specific ways in which time and temporality are weaponized to reproduce and legitimize a social hierarchy of childhoods that is necessary to sustain Hindu ethno-religious nationalism.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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