This article focuses on droidial bodies in children’s literature to explore how speculative literacies foster necessary spaces for thinking about (non)human and more-than-human connectivity. Specifically, we share what was produced when we applied a framework underpinned by posthumanist concepts to three children’s books centering robots. Using Jackson and Mazzei’s thinking with theory to plug into these books, this article raises (re)new(ed) questions about the intersections of literacy, humanism, and droids. It proposes that pairingposthumanist concepts with droidial texts can be generative in thinking about, critiquing, and predicting changes with the (ever-developing) relationship(s) between humans and machines.
{"title":"D032 N07 C0MpU73: Exploring (Post)Human Bodies and Worlds with/in Droidial(ity) and Narrative Contexts","authors":"Bretton A. Varga, E. Adams","doi":"10.18357/jcs202219952","DOIUrl":"https://doi.org/10.18357/jcs202219952","url":null,"abstract":"This article focuses on droidial bodies in children’s literature to explore how speculative literacies foster necessary spaces for thinking about (non)human and more-than-human connectivity. Specifically, we share what was produced when we applied a framework underpinned by posthumanist concepts to three children’s books centering robots. Using Jackson and Mazzei’s thinking with theory to plug into these books, this article raises (re)new(ed) questions about the intersections of literacy, humanism, and droids. It proposes that pairingposthumanist concepts with droidial texts can be generative in thinking about, critiquing, and predicting changes with the (ever-developing) relationship(s) between humans and machines.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41709600","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}
Nnedi Okorafor’s Binti unsettles harmful depictions of Black childhood and reconceptualizes the role of young Black females in racialized communities with an acute awareness of the challenges they encounter in the realworld. Using the speculative form of Binti as an allegory for the present, this article turns to the character of Binti to highlight ways to overcome obstacles of exclusion and otherness. Inspiration is found in how Okorafor utilizes Africanfuturism as a framework that artfully integrates and retains African Indigenous cultures in a technologically advanced world. Additionally, childhood studies informs how this article examines the impact of Africanfuturism as a defamiliarizing strategy to address normalized (Western, white) childhood and notions of futurity for Black children and youth.
{"title":"Nnedi Okorafor’s Binti: African Science Fiction and the Reimagined Black Girl","authors":"J. Seow","doi":"10.18357/jcs202220356","DOIUrl":"https://doi.org/10.18357/jcs202220356","url":null,"abstract":"Nnedi Okorafor’s Binti unsettles harmful depictions of Black childhood and reconceptualizes the role of young Black females in racialized communities with an acute awareness of the challenges they encounter in the realworld. Using the speculative form of Binti as an allegory for the present, this article turns to the character of Binti to highlight ways to overcome obstacles of exclusion and otherness. Inspiration is found in how Okorafor utilizes Africanfuturism as a framework that artfully integrates and retains African Indigenous cultures in a technologically advanced world. Additionally, childhood studies informs how this article examines the impact of Africanfuturism as a defamiliarizing strategy to address normalized (Western, white) childhood and notions of futurity for Black children and youth.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42292766","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}
D. Kannan, Anandini Dar, S. Duff, Hia Sen, S. Nag, Clovis Bergère
This roundtable session initially took place as part of the international conference “Childhood, Youth, and Identity in South Asia,” organized by the Department of History, Shiv Nadar University, Greater Noida, and the Centre for Publishing, Ambedkar University Delhi, India, on January 6–7, 2020.
{"title":"Childhood, Youth, and Identity: A Roundtable Conversation from the Global South","authors":"D. Kannan, Anandini Dar, S. Duff, Hia Sen, S. Nag, Clovis Bergère","doi":"10.18357/jcs202220249","DOIUrl":"https://doi.org/10.18357/jcs202220249","url":null,"abstract":"This roundtable session initially took place as part of the international conference “Childhood, Youth, and Identity in South Asia,” organized by the Department of History, Shiv Nadar University, Greater Noida, and the Centre for Publishing, Ambedkar University Delhi, India, on January 6–7, 2020.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848096","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}
The cover image for this special issue is a painting titled “Crossing Reality Portal” by Alejandro Darío Pizarro Chellet, a Mexican multidisciplinary artist and permaculture practitioner who works at the intersection of environmentalism, social practice, and public art.1 The painting was part of a United Nations international exhibition, “The Future We Want,” which aimed to “foster a conversation about the kind of future we want for our world and how we can empower youth to work towards it” (United Nations Geneva & Perception Change, 2020, p. 4).2 In his painting, Chellet offers a speculative play on the “Refugees Welcome” logo that widely appears at activist rallies and in international human rights campaigns (See Figure 1).3 While the popular image evokes the fear and urgency of flight, there are no obstacles in view—the tagline “bring your families” conveys an ease that is not emblematic of the refugee experience for most displaced persons.
{"title":"Editorial: Speculative Worldings of Children, Childhoods, and Pedagogies","authors":"E. Ashton","doi":"10.18357/jcs202220653","DOIUrl":"https://doi.org/10.18357/jcs202220653","url":null,"abstract":"The cover image for this special issue is a painting titled “Crossing Reality Portal” by Alejandro Darío Pizarro Chellet, a Mexican multidisciplinary artist and permaculture practitioner who works at the intersection of environmentalism, social practice, and public art.1 The painting was part of a United Nations international exhibition, “The Future We Want,” which aimed to “foster a conversation about the kind of future we want for our world and how we can empower youth to work towards it” (United Nations Geneva & Perception Change, 2020, p. 4).2 In his painting, Chellet offers a speculative play on the “Refugees Welcome” logo that widely appears at activist rallies and in international human rights campaigns (See Figure 1).3 While the popular image evokes the fear and urgency of flight, there are no obstacles in view—the tagline “bring your families” conveys an ease that is not emblematic of the refugee experience for most displaced persons.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44382800","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}
Tensions can arise when biased thoughts and practices are uncovered through discursive events in early years classrooms. This paper challenges the common practice of disregarding childhood curiosities in an attempt to ease tension and remove the risk of discomfort for some adults in caregiving and educating roles. Through a conceptual shift from a futurity of inclusion to an urgent call to action that problematizes the exclusion of nonhuman subjects within the curriculum, the construction and implementation of anti-bias curriculum is offered as a vehicle to the realization of holistically inclusive early learning spaces.
{"title":"Reconceptualization of Inclusion through Anti-Bias Curriculum","authors":"Sarah Binnendyk","doi":"10.18357/jcs202220271","DOIUrl":"https://doi.org/10.18357/jcs202220271","url":null,"abstract":"Tensions can arise when biased thoughts and practices are uncovered through discursive events in early years classrooms. This paper challenges the common practice of disregarding childhood curiosities in an attempt to ease tension and remove the risk of discomfort for some adults in caregiving and educating roles. Through a conceptual shift from a futurity of inclusion to an urgent call to action that problematizes the exclusion of nonhuman subjects within the curriculum, the construction and implementation of anti-bias curriculum is offered as a vehicle to the realization of holistically inclusive early learning spaces.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758209","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}
In this paper, I attempt to interrupt conventional analyses of childhood and instead illustrate the importance of diverse stories around child-nature relations. Vital materialist perspectives dismantle and disrupt binaries, so by exploring these perspectives, I am decentering the (adult) human and thinking-with the possibilities for multispecies relations in precarious times. This paper finishes with a speculative story that proposes lively experiments in multispecies and multi-entity possibilities, in a near-future contaminated Toronto. Enabled by microbes that have flourished on a shipwreck of e-waste, children, birds, and a dog codiscover the Symbio.
{"title":"Speculating the Symbio: Possibilities for Multispecies and Multi-Entity World Making in Childhood","authors":"Shelley O'Brien","doi":"10.18357/jcs202219969","DOIUrl":"https://doi.org/10.18357/jcs202219969","url":null,"abstract":"In this paper, I attempt to interrupt conventional analyses of childhood and instead illustrate the importance of diverse stories around child-nature relations. Vital materialist perspectives dismantle and disrupt binaries, so by exploring these perspectives, I am decentering the (adult) human and thinking-with the possibilities for multispecies relations in precarious times. This paper finishes with a speculative story that proposes lively experiments in multispecies and multi-entity possibilities, in a near-future contaminated Toronto. Enabled by microbes that have flourished on a shipwreck of e-waste, children, birds, and a dog codiscover the Symbio.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43418355","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 : 2022-01-12DOI: 10.1093/obo/9780199791231-0247
Research on pre-Columbian childhood refers to all those studies that consider the different evidence and expressions of children in Mesoamerica, prior to the Spanish invasion in the 16th century. Archaeology, understandably by its very focus, has been one of the most prolific disciplines that has approached this subject of study. Currently, archaeological research focuses on highlighting the different social experiences of the past (or multi-vocality) of social identities, such as gender and childhood, and its relationship with material culture. In addition, archaeologists recognize a modern stereotype that considers children as passive or dependent beings and therefore biases childhood research in the past. Consequently, it is necessary to critically evaluate the cultural specificity of past childhood since each culture has its own way of considering that stage of the life cycle. Another problem, in the archaeological study of childhood, is to consider that children are not socially important individuals. It has been said that their activities are not significant for the economy or the social realm of communities and societies of the past. From archaeology, there exists a general perception that children are virtually unrecognizable from the archaeological record because their behavior leaves few material traces, apart from child burials. It has been since feminist critiques within the discipline that the study of childhood became of vital importance in archaeology to understand the process of gender acquisition through enculturation. This process refers to the way children learn about their gender identity through the material world that surrounds them and the various rituals that prepare them to become persons. Thus, the intent of recent studies on childhood has been to call upon archaeologists to consider children as social actors capable of making meaningful decisions on their own behalf and that they make substantial contributions to their families and their communities. In this sense, studies on pre-Hispanic Mesoamerican cultures have focused at the most basic sense on identifying the presence of children in the archaeological record or ethnohistoric sources. Its aim has been to document the different social ages that make up childhood, the ritual importance of Mesoamerican children, funerary practices, and health conditions marked in children’s bones as well as the different material and identity expressions of childhood through art and its associated material culture.
{"title":"Pre-Colombian Mesoamerica Childhoods","authors":"","doi":"10.1093/obo/9780199791231-0247","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0247","url":null,"abstract":"Research on pre-Columbian childhood refers to all those studies that consider the different evidence and expressions of children in Mesoamerica, prior to the Spanish invasion in the 16th century. Archaeology, understandably by its very focus, has been one of the most prolific disciplines that has approached this subject of study. Currently, archaeological research focuses on highlighting the different social experiences of the past (or multi-vocality) of social identities, such as gender and childhood, and its relationship with material culture. In addition, archaeologists recognize a modern stereotype that considers children as passive or dependent beings and therefore biases childhood research in the past. Consequently, it is necessary to critically evaluate the cultural specificity of past childhood since each culture has its own way of considering that stage of the life cycle. Another problem, in the archaeological study of childhood, is to consider that children are not socially important individuals. It has been said that their activities are not significant for the economy or the social realm of communities and societies of the past. From archaeology, there exists a general perception that children are virtually unrecognizable from the archaeological record because their behavior leaves few material traces, apart from child burials. It has been since feminist critiques within the discipline that the study of childhood became of vital importance in archaeology to understand the process of gender acquisition through enculturation. This process refers to the way children learn about their gender identity through the material world that surrounds them and the various rituals that prepare them to become persons. Thus, the intent of recent studies on childhood has been to call upon archaeologists to consider children as social actors capable of making meaningful decisions on their own behalf and that they make substantial contributions to their families and their communities. In this sense, studies on pre-Hispanic Mesoamerican cultures have focused at the most basic sense on identifying the presence of children in the archaeological record or ethnohistoric sources. Its aim has been to document the different social ages that make up childhood, the ritual importance of Mesoamerican children, funerary practices, and health conditions marked in children’s bones as well as the different material and identity expressions of childhood through art and its associated material culture.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"20 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83679168","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 : 2022-01-12DOI: 10.1093/obo/9780199791231-0246
K. Gravett
Relational pedagogies place relationships at the heart of good teaching and learning. As shown across multiple fields of educational scholarship, educational interactions and learning exchanges between children and their teachers necessarily exist within the context of an existing relationship. The strength and characteristics of these relationships in turn shape and influence the success of the exchange. Importantly, therefore, relational pedagogy is not simply about making a child or teacher feel happy or content. Rather, it is closely related to the style, quality, and content of education a child receives. Empirical research supports these theoretical claims. Relationship qualities and teacher-child interaction qualities have each long been shown to influence children’s emotional well-being and competence, across early childhood centers and schools, yet there is increasingly strong evidence that they shape cognitive development and learning outcomes too. To ensure equitable educational opportunities for all children, strong and adaptive teacher-child relationships are critical. Given the varied definitions and use of relational pedagogy in the literature, together with a diverse range of relevant research that examines relational concepts, we have attempted to present multiple representative topics and articles across this encyclopedia entry. The topics and articles we feature are not exhaustive, and, indeed, there are likely to be other good ways that one might frame research and theory on relational pedagogies. Where two studies have similar findings, we have intentionally given preference to the more recent study; noting that references from this more recent work are likely to offer the reader the broadest window into the field. We nonetheless also include a number of seminal resources. We also have elected to cite research with robust methodologies where possible, although we note that methodological approaches vary markedly between subfields. Research examining teachers’ perspectives in early childhood centers has often used multiple case studies, for example, while research examining children’s developmental outcomes within particular relationships or following particular interactions is often larger in scale and broader in approach. The majority of research and scholarship on relational pedagogies, student-teacher relationship quality, and interactional processes is conducted with Western societies and cultures: often in the United Kingdom, United States, Australia, and western Europe. Less research or scholarship has been conducted in other countries, cultures, and subcultures. This is a problem replicated across developmental and educational research broadly, with study participants much more likely to come from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies than from other non-WEIRD societies. While the majority of works in this bibliography are therefore also conducted with Western children and students,
{"title":"Relational Pedagogies","authors":"K. Gravett","doi":"10.1093/obo/9780199791231-0246","DOIUrl":"https://doi.org/10.1093/obo/9780199791231-0246","url":null,"abstract":"Relational pedagogies place relationships at the heart of good teaching and learning. As shown across multiple fields of educational scholarship, educational interactions and learning exchanges between children and their teachers necessarily exist within the context of an existing relationship. The strength and characteristics of these relationships in turn shape and influence the success of the exchange. Importantly, therefore, relational pedagogy is not simply about making a child or teacher feel happy or content. Rather, it is closely related to the style, quality, and content of education a child receives. Empirical research supports these theoretical claims. Relationship qualities and teacher-child interaction qualities have each long been shown to influence children’s emotional well-being and competence, across early childhood centers and schools, yet there is increasingly strong evidence that they shape cognitive development and learning outcomes too. To ensure equitable educational opportunities for all children, strong and adaptive teacher-child relationships are critical. Given the varied definitions and use of relational pedagogy in the literature, together with a diverse range of relevant research that examines relational concepts, we have attempted to present multiple representative topics and articles across this encyclopedia entry. The topics and articles we feature are not exhaustive, and, indeed, there are likely to be other good ways that one might frame research and theory on relational pedagogies. Where two studies have similar findings, we have intentionally given preference to the more recent study; noting that references from this more recent work are likely to offer the reader the broadest window into the field. We nonetheless also include a number of seminal resources. We also have elected to cite research with robust methodologies where possible, although we note that methodological approaches vary markedly between subfields. Research examining teachers’ perspectives in early childhood centers has often used multiple case studies, for example, while research examining children’s developmental outcomes within particular relationships or following particular interactions is often larger in scale and broader in approach. The majority of research and scholarship on relational pedagogies, student-teacher relationship quality, and interactional processes is conducted with Western societies and cultures: often in the United Kingdom, United States, Australia, and western Europe. Less research or scholarship has been conducted in other countries, cultures, and subcultures. This is a problem replicated across developmental and educational research broadly, with study participants much more likely to come from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies than from other non-WEIRD societies. While the majority of works in this bibliography are therefore also conducted with Western children and students, ","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"41 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84355719","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 : 2021-12-21DOI: 10.18357/jcs464202120254
Sherine Douglas
{"title":"A Critical Book Review of I’ve Been Meaning to Tell You: A Letter to My Daughter by David Chariandy","authors":"Sherine Douglas","doi":"10.18357/jcs464202120254","DOIUrl":"https://doi.org/10.18357/jcs464202120254","url":null,"abstract":"","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45982837","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 : 2021-12-21DOI: 10.18357/jcs464202120453
Gabri Warren
{"title":"No Children Involved: Open Letter to My Fellow Educators: A review of Equity as Praxis in Early Childhood Education and Care","authors":"Gabri Warren","doi":"10.18357/jcs464202120453","DOIUrl":"https://doi.org/10.18357/jcs464202120453","url":null,"abstract":"","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44408134","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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