Pub Date : 2022-10-02DOI: 10.1177/14639491221128242
Kimberly P Bezaire, Lisa Johnston
The stubborn dominance of objectivity in child observation in pre-service early childhood education warrants letting go of as we confront its limitations as outdated, problematic, Eurocentric, neo-liberal and even racist. In the context of recent aims to establish ‘critically reflective’ practices, such as ‘pedagogical documentation’ and ‘collaborative inquiry’ as the ‘new way’ to ‘do’ early childhood curriculum planning in Ontario, Canada, the authors are concerned that the hard work of naming and creating conditions to ‘think together’ with concepts of subjectivity has been missed and misunderstood. The risk of missing this shared thinking and not persevering in the struggles of subjectivities, especially in curriculum courses and placement, underestimates and ‘under-minds’ the intellectual capacity of students and positions theory as neutral in its relation to practice. How, then, does one take up subjectivity and recognize its affordance in building the intellectual and relational capacity of pre-service students? What conditions need to be created to lead with critical thinking and engage in subjectivities in the context of early childhood education pre-service programs? Drawing on critical educational perspectives, the authors work to define subjectivity in the context of early childhood education; identify the conceptual barriers that they have encountered in their work as a professor and a field liaison; and propose potentially generative conditions for pre-service programs.
{"title":"Stop ‘under-mind-ing’ early childhood educators: Honouring subjectivity in pre-service education to build intellectual and relational capacities","authors":"Kimberly P Bezaire, Lisa Johnston","doi":"10.1177/14639491221128242","DOIUrl":"https://doi.org/10.1177/14639491221128242","url":null,"abstract":"The stubborn dominance of objectivity in child observation in pre-service early childhood education warrants letting go of as we confront its limitations as outdated, problematic, Eurocentric, neo-liberal and even racist. In the context of recent aims to establish ‘critically reflective’ practices, such as ‘pedagogical documentation’ and ‘collaborative inquiry’ as the ‘new way’ to ‘do’ early childhood curriculum planning in Ontario, Canada, the authors are concerned that the hard work of naming and creating conditions to ‘think together’ with concepts of subjectivity has been missed and misunderstood. The risk of missing this shared thinking and not persevering in the struggles of subjectivities, especially in curriculum courses and placement, underestimates and ‘under-minds’ the intellectual capacity of students and positions theory as neutral in its relation to practice. How, then, does one take up subjectivity and recognize its affordance in building the intellectual and relational capacity of pre-service students? What conditions need to be created to lead with critical thinking and engage in subjectivities in the context of early childhood education pre-service programs? Drawing on critical educational perspectives, the authors work to define subjectivity in the context of early childhood education; identify the conceptual barriers that they have encountered in their work as a professor and a field liaison; and propose potentially generative conditions for pre-service programs.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"435 - 451"},"PeriodicalIF":1.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43626554","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 : 2022-09-01DOI: 10.1177/14639491221117224
T. Giorza
A documented transcript and a series of still images from two spontaneous, incidental and intra-active pedagogical encounters in a preschool are the focus and the source of this article. A turning over of data generated through a piece of doctoral research that explored intra-active learning as a phenomenon makes visible the agency of names and drawings in collaborative and intra-active literacy ‘becomings’. These are the workings of a diffractive data analysis. Already strong affective connections between the children give buoyancy to the playful recitation of written names on a pile of pages. Familiar Grade R (reception year) activities take flight and diffract with age, race and gender to produce new knowledge about ‘what matters’ in early childhood. There are both inward and outward flows between the micro and the macro worlds of ‘becoming reader’ and ‘becoming learner’ as names move in between the sounds of belonging and recognition (the children's and their classmates’ names), and the pull of identifiable shapes and letters, words and meaning. The importance of drawing as meaning-making is affirmed but exceeded as an experimental performativity spills over into further exploration that was shared and extended with a friend. The analysis moves between and among the conceptual, real and virtual through reflective and diffractive insights. The researcher notices patterns of sameness and difference in the playful literacy and drawing events performed by the children with their lively classroom environment. Reconceptualizing the material products of learning as lively co-producers of knowledge with their authors requires a reconceptualizing of the human and a refiguring of the child as learner. Making the ‘child’ visible in posthumanist research means recognizing the inseparability of the learner from the learning and the temporal, material and spatial realities that produce it, and noticing the lively entanglements of names and drawings and what they do.
{"title":"‘Draw yourself and write your name’: Material-discursive agency of names and drawings in early childhood","authors":"T. Giorza","doi":"10.1177/14639491221117224","DOIUrl":"https://doi.org/10.1177/14639491221117224","url":null,"abstract":"A documented transcript and a series of still images from two spontaneous, incidental and intra-active pedagogical encounters in a preschool are the focus and the source of this article. A turning over of data generated through a piece of doctoral research that explored intra-active learning as a phenomenon makes visible the agency of names and drawings in collaborative and intra-active literacy ‘becomings’. These are the workings of a diffractive data analysis. Already strong affective connections between the children give buoyancy to the playful recitation of written names on a pile of pages. Familiar Grade R (reception year) activities take flight and diffract with age, race and gender to produce new knowledge about ‘what matters’ in early childhood. There are both inward and outward flows between the micro and the macro worlds of ‘becoming reader’ and ‘becoming learner’ as names move in between the sounds of belonging and recognition (the children's and their classmates’ names), and the pull of identifiable shapes and letters, words and meaning. The importance of drawing as meaning-making is affirmed but exceeded as an experimental performativity spills over into further exploration that was shared and extended with a friend. The analysis moves between and among the conceptual, real and virtual through reflective and diffractive insights. The researcher notices patterns of sameness and difference in the playful literacy and drawing events performed by the children with their lively classroom environment. Reconceptualizing the material products of learning as lively co-producers of knowledge with their authors requires a reconceptualizing of the human and a refiguring of the child as learner. Making the ‘child’ visible in posthumanist research means recognizing the inseparability of the learner from the learning and the temporal, material and spatial realities that produce it, and noticing the lively entanglements of names and drawings and what they do.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"265 - 285"},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45730205","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 : 2022-09-01DOI: 10.1177/14639491211054497
S. Michael-Luna, Jody Silvester
Reshaping Universal Preschool: Critical Perspectives on Power and Policy examines the social and academic shortfalls in the expansion of universal pre-kindergarten (UPK) in the USA. By aligning various stakeholder perspectives on UPK, Lucinda G Heimer and Ann Elizabeth Ramminger frame their deep dive into collaborative local policy-building by presenting a historical snapshot of UPK policy and then carefully plot its evolution (Heimer and Ramminger, 2020). The authors provide thought-provoking questions that encourage discussion and creative solutions around the issue of equity in early childhood education. In language and format, Reshaping Universal Preschool is accessible to early childhood pre-service and in-service teachers, policymakers, and researchers. The publication of Reshaping Universal Preschool comes as early childhood education is returning the spotlight to “school readiness” as a panacea for addressing the “underperformance” in US K–12 education (Altun, 2018; Gupta and Lucia, 2019; Nxumalo and Brown, 2020; Russo et al., 2019). This book aligns with the conversations among policymakers, educators, parents, and other stakeholders as to how to confront the opportunity gap and establish equity in education and life outcomes for all children (Michael-Luna and Grey, 2019; Wilinski, 2017). The authors bring a wealth of knowledge and counternarratives to the book. Lucinda Heimer, Associate Professor of Early Childhood/Special Education at the University of Wisconsin-Whitewater, and Ann Elizabeth Ramminger, founder of Early Childhood Solutions Consulting, collaborate to expand and extend Heimer’s powerful 2005 PhD dissertation, which unpacked the expansion of UPK policy. To broaden the conversation, Heimer and Ramminger include Katherine Delaney, Sarah Galanter-Guziewski, Lacey Peters, and Kristin Whyte in nuanced ethnographic studies and descriptions of UPK. Heimer and Ramminger frame their critique of UPK policy-into-practice by giving historical background and theoretical frameworks. In chapter 2, the authors examine the key question “What is quality to whom?” to highlight how power, social capital, and policy-as-discourse work in collaboration. In chapter 3, Heimer and Ramminger bring marginalized voices into their examination of collaboration by creating and presenting counternarratives to dominant views of UPK policy, specifically drawing on Foucault’s notion of power. Chapter 4 focuses on interest convergence (critical race theory) and policy-as-compromise. Of note, contributing author Galanter-Guziewski considers the different communities she included in her decision-making as a public school principal. Chapter 5 presents the fraught story of curriculum selection in a collaborative (or not so collaborative) process, illustrating its points with observational data of UPK teachers. Book review
重塑普遍学前教育:对权力和政策的批判视角审视了美国普遍学前教育(UPK)扩张中的社会和学术缺陷。Lucinda G Heimer和Ann Elizabeth Ramminger通过对UPK的各种利益相关者观点进行对齐，通过呈现UPK政策的历史快照，然后仔细绘制其演变，从而深入研究协作性地方政策制定(Heimer and Ramminger, 2020)。作者提供了发人深省的问题，鼓励围绕幼儿教育公平问题进行讨论和创造性的解决方案。在语言和格式方面，《重塑全民学前教育》面向幼儿职前和在职教师、政策制定者和研究人员。《重塑全民学前教育》的出版正值幼儿教育重新成为人们关注的焦点，“入学准备”被视为解决美国K-12教育“表现不佳”的灵丹妙药(Altun, 2018;Gupta和Lucia, 2019;Nxumalo and Brown, 2020;Russo et al.， 2019)。这本书与政策制定者、教育工作者、家长和其他利益相关者之间关于如何应对机会差距并为所有儿童建立教育和生活成果公平的对话保持一致(Michael-Luna和Grey, 2019;Wilinski, 2017)。两位作者为这本书带来了丰富的知识和反叙事。Lucinda Heimer，威斯康星大学白水分校的早期儿童/特殊教育副教授，和Ann Elizabeth Ramminger，早期儿童解决方案咨询公司的创始人，合作扩展和扩展Heimer的2005年博士论文，该论文揭示了UPK政策的扩展。为了扩大对话范围，海默和拉明格将凯瑟琳·德莱尼、萨拉·加兰特-古兹维斯基、莱西·彼得斯和克里斯汀·怀特纳入了细致入微的民族志研究和对UPK的描述中。海默和拉明格通过提供历史背景和理论框架，将他们对UPK政策的批判付诸实践。在第二章中，作者研究了关键问题“质量对谁来说是什么?”来强调权力、社会资本和政策话语是如何协同工作的。在第3章中，海默和拉明格通过创造和呈现对UPK政策的主流观点的反叙事，特别借鉴了福柯的权力概念，将边缘化的声音带入了他们对合作的考察中。第四章主要讨论利益趋同(批判种族理论)和政策妥协。值得注意的是，特约作者galante - guziewski认为，作为一名公立学校校长，她在做决策时考虑了不同的社区。第5章介绍了在合作(或不那么合作)过程中课程选择的令人担忧的故事，并用UPK教师的观察数据说明了其观点。书评
{"title":"Book Review: Reshaping universal preschool: Critical perspectives on power and policy by Lucinda G Heimer and Ann Elizabeth Ramminger","authors":"S. Michael-Luna, Jody Silvester","doi":"10.1177/14639491211054497","DOIUrl":"https://doi.org/10.1177/14639491211054497","url":null,"abstract":"Reshaping Universal Preschool: Critical Perspectives on Power and Policy examines the social and academic shortfalls in the expansion of universal pre-kindergarten (UPK) in the USA. By aligning various stakeholder perspectives on UPK, Lucinda G Heimer and Ann Elizabeth Ramminger frame their deep dive into collaborative local policy-building by presenting a historical snapshot of UPK policy and then carefully plot its evolution (Heimer and Ramminger, 2020). The authors provide thought-provoking questions that encourage discussion and creative solutions around the issue of equity in early childhood education. In language and format, Reshaping Universal Preschool is accessible to early childhood pre-service and in-service teachers, policymakers, and researchers. The publication of Reshaping Universal Preschool comes as early childhood education is returning the spotlight to “school readiness” as a panacea for addressing the “underperformance” in US K–12 education (Altun, 2018; Gupta and Lucia, 2019; Nxumalo and Brown, 2020; Russo et al., 2019). This book aligns with the conversations among policymakers, educators, parents, and other stakeholders as to how to confront the opportunity gap and establish equity in education and life outcomes for all children (Michael-Luna and Grey, 2019; Wilinski, 2017). The authors bring a wealth of knowledge and counternarratives to the book. Lucinda Heimer, Associate Professor of Early Childhood/Special Education at the University of Wisconsin-Whitewater, and Ann Elizabeth Ramminger, founder of Early Childhood Solutions Consulting, collaborate to expand and extend Heimer’s powerful 2005 PhD dissertation, which unpacked the expansion of UPK policy. To broaden the conversation, Heimer and Ramminger include Katherine Delaney, Sarah Galanter-Guziewski, Lacey Peters, and Kristin Whyte in nuanced ethnographic studies and descriptions of UPK. Heimer and Ramminger frame their critique of UPK policy-into-practice by giving historical background and theoretical frameworks. In chapter 2, the authors examine the key question “What is quality to whom?” to highlight how power, social capital, and policy-as-discourse work in collaboration. In chapter 3, Heimer and Ramminger bring marginalized voices into their examination of collaboration by creating and presenting counternarratives to dominant views of UPK policy, specifically drawing on Foucault’s notion of power. Chapter 4 focuses on interest convergence (critical race theory) and policy-as-compromise. Of note, contributing author Galanter-Guziewski considers the different communities she included in her decision-making as a public school principal. Chapter 5 presents the fraught story of curriculum selection in a collaborative (or not so collaborative) process, illustrating its points with observational data of UPK teachers. Book review","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"366 - 367"},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553829","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 : 2022-09-01DOI: 10.1177/14639491221117223
G. Quiñones, Iris Duhn
New materialism has the potential to deepen critical engagement between vibrant things, everyday places and intra-actions between humans and non-humans in early childhood education. This article explores Australian pre-service teachers’ understandings of children and childhood when encountering the vibrant forces of things and places. The authors explore Jane Bennett's ‘circuits of sympathy’ to analyse the atmospheric forces encountered in pre-service teachers’ engagement with new materialism in their final year of study. Their research is guided by the following question: What happens when pre-service teachers conceptualise the posthuman child, things and places as related through circuits of sympathy? The authors suggest that sympathy, considered as a transformative agentic force, can generate connectivity across ideas, matter and practices, and adds depth and new perspectives to understandings of the posthuman child, with the result that new figurations of childhood emerge in this investigation. They conclude by discussing the implications of their study for posthuman research and how circuits of sympathy bring new atmospheric forces to childhood. The posthuman child, embedded in circuits of sympathy, is neither individualised nor collectivised but immersed in, and produced by, the circuit and its flows and disruptions. The modes and qualities of sympathy in the circuit shape what happens next: encounters that are sympathetically charged, are set to create new circuits of sympathy in their next encounters.
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Pub Date : 2022-09-01DOI: 10.1177/14639491221117213
Jaye Johnson Thiel
This article concerns itself with the everyday politics of childhood and the ways research might continue to attend to inequities while simultaneously engaging in an ontological flattening of the child subject. To do so, the author employs thinking with theory as an analytic process to make sense of a world where humans and more-than-humans are seen as commodities for economic gain. Focusing on a tweet sent out by a US state-led organization during Pre-K Week, the author uses Barad’s concept of the material-discursive apparatus and Bennett’s concept of vibrant matter to explore the phenomenon of neoliberal childhoods. Understood as a political event, the author analyzes the tweet as a public phenomenon etched into a digital socio-material archive that tends to have a life of its own. In doing so, she unravels three threads of capaciousness (the capacity to make boundaries and possibilities) in the tweet: visual aesthetics, discursive movements, and virtual reverberations. These threads of capaciousness can be seen as co-constitutive agents, collectively producing the phenomenon of the neoliberal child. In other words, the visual, the discursive, and the virtual work collectively to ravel and unravel material consequences regarding being a child-human living in the USA well beyond the pre-kindergarten years. The article concludes by inviting those concerned with the politics of childhood to consider the ways that posthumanism offers a theoretical and practical conduit for rethinking, reconfiguring, and reimagining child–world relations while continuing to keep childhood studies focused on issues of equity and justice.
{"title":"Twitter, #PreKWeek, and neoliberal childhoods: Posthuman reimaginings of a sigh","authors":"Jaye Johnson Thiel","doi":"10.1177/14639491221117213","DOIUrl":"https://doi.org/10.1177/14639491221117213","url":null,"abstract":"This article concerns itself with the everyday politics of childhood and the ways research might continue to attend to inequities while simultaneously engaging in an ontological flattening of the child subject. To do so, the author employs thinking with theory as an analytic process to make sense of a world where humans and more-than-humans are seen as commodities for economic gain. Focusing on a tweet sent out by a US state-led organization during Pre-K Week, the author uses Barad’s concept of the material-discursive apparatus and Bennett’s concept of vibrant matter to explore the phenomenon of neoliberal childhoods. Understood as a political event, the author analyzes the tweet as a public phenomenon etched into a digital socio-material archive that tends to have a life of its own. In doing so, she unravels three threads of capaciousness (the capacity to make boundaries and possibilities) in the tweet: visual aesthetics, discursive movements, and virtual reverberations. These threads of capaciousness can be seen as co-constitutive agents, collectively producing the phenomenon of the neoliberal child. In other words, the visual, the discursive, and the virtual work collectively to ravel and unravel material consequences regarding being a child-human living in the USA well beyond the pre-kindergarten years. The article concludes by inviting those concerned with the politics of childhood to consider the ways that posthumanism offers a theoretical and practical conduit for rethinking, reconfiguring, and reimagining child–world relations while continuing to keep childhood studies focused on issues of equity and justice.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"317 - 331"},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46856680","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 : 2022-09-01DOI: 10.1177/14639491221117219
K. Murris, J. Peers
In response to the call for papers for this special issue and the questions it poses, the authors show how the ontological posthumanist shift of agential realism does not erase but keeps the child human of colour in play, despite the inclusion of the other-than-(Adult)human in its methodologies. Through a montaging technique, the authors explore the philosophical complexity of ‘decentering without erasure’ by re-turning to data from a large international research project – Children, Technology and Play (2019–2020). Through an agential realist reading of interview data ‘of’ ‘seven-year-old’ Henry when visiting him at home in an informal settlement in Cape Town, they show what else is going on, and the politically radical and subtle philosophical difference this makes for reconfiguring child subjectivity. To do more justice to the complexity of reality, the analysis bounces around like Henry's sack ball and zooms in on the role apparatuses such as GoPros play in research. The authors ‘follow the child’ literally but differently, without excluding or erasing the more-than-(Adult)human. In meeting Henry, they also meet Eshal, who introduces the GoPro(blem). By diffractively reading Karen Barad's scholarship through visual and aural texts, the authors respond to the question of how posthumanist research makes a difference to childhood studies. They show how the agential realist move(ment) from Object and Subject to Phenomenon explodes ageist, ableist, racist, extractive and settler-colonial logics in education research.
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Pub Date : 2022-09-01DOI: 10.1177/14639491221117210
Cara E. Furman
Posthumanist and antiracist thinkers contend that justice, as articulated by Karen Barad, demands response-ability to ghosts of the past and those yet to come. Normative conceptions of the child do not account for these ghostly engagements. When such normative conceptions direct a teachers’ gaze, the child speaking with ghosts may feel they too are not welcome. Without kinship and support grappling with the challenging, even painful, topics that the ghosts raise, they may become discouraged from the larger project of taking response-ability for ghosts in pursuit of justice. In response, the author first repositions the child as rich in potential and a knower who engages with ghosts. Using “travel-hopping” as a methodology, she re-turns to an experience as a teacher who pursued a Master’s in Elementary Education as a conversation between her child self, ancestral ghosts, children she worked with, and ghosts those children spoke with. In sharing this experience, the author puts forth travel-hopping through experiences as a valuable method in teacher education. As teachers travel-hop, they can expand their sense of the “child” as capable and powerful in engagements with the more-than-human (broadly defined but focused on ancestral ghosts).
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Pub Date : 2022-09-01DOI: 10.1177/14639491221117551
Ann Waterhouse, Ann Merete Otterstad, Kelly Boucher
In this article, the authors experiment with data-ing as a methodology, and wonder how three researchers — two in Oslo (Norway) and one in Melbourne (Australia) — can come closer to-with the research material by following and buggy-walking a young wayfarer in urban spaces and places. The ideas of not knowing and experimenting, making-with urban landscapes, transportation, materials, sounds, surfaces, bodily movements, minor gestures, and haptic engagement, transform their thinking about data-ing as research-creation while traveling and walking the city with a buggy and a young wayfarer's adventure. Their experimental method uses smartphones and digital technology, and the methodological contours in this article are attuned to and engage in and with multiple surfaces of an urban city landscape. Lines and threads transform into traces and create surfaces, and lines transforming into threads dissolve surfaces. The authors create city maps and investigate what digital tools, social media, and a chat service can generate and unfold when wayfaring locally and talking and writing across continents. Their project follows two layers — doing data-ing as research-creation and wayfaring. To do data-ing as collective open-ended productions among researchers invites one to ask what happened and what might occur temporally in cities as minor gestures here and there. The bodily movement offered by an urban wayfarer invites the authors to speculate with what the phenomenon of an investigator, an artist, a maker, a runner, or an activist can unfold in the moments to come.
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Pub Date : 2022-09-01DOI: 10.1177/14639491221117550
Candace R. Kuby, E. Price, Tara Gutshall Rucker
The authors take up the guest editors’ invitation to address the difference that posthumanist and feminist ‘new’ materialist theories make and why this matters politically and ethically. Alongside events from an early childhood (kindergarten) classroom, the authors engage with current conversations which build on and extend Kimberlé Crenshaw's theory of intersectionality with post-philosophies by scholars who identify as Black feminist, Women of Colour feminist, queer theorist, Chicana and/or Indigenous scholars. In an iterative, slow thinking-making-with-reading, this contemplation brings intersectionality and post-philosophies into conversation to explore diffractive-affirmative possibilities for social and curricular (re)shapings. The authors create a philosophical playground to think identity and subjectivity when engaging with these theories both with/in classroom events and with/in their own co-constituted scholarly and teacherly becomings. The authors set forth several potentially generative frictions in teaching and researching environments.
{"title":"Frictional matterings: (Re)thinking identity and subjectivity in the coming-to-be of literacies","authors":"Candace R. Kuby, E. Price, Tara Gutshall Rucker","doi":"10.1177/14639491221117550","DOIUrl":"https://doi.org/10.1177/14639491221117550","url":null,"abstract":"The authors take up the guest editors’ invitation to address the difference that posthumanist and feminist ‘new’ materialist theories make and why this matters politically and ethically. Alongside events from an early childhood (kindergarten) classroom, the authors engage with current conversations which build on and extend Kimberlé Crenshaw's theory of intersectionality with post-philosophies by scholars who identify as Black feminist, Women of Colour feminist, queer theorist, Chicana and/or Indigenous scholars. In an iterative, slow thinking-making-with-reading, this contemplation brings intersectionality and post-philosophies into conversation to explore diffractive-affirmative possibilities for social and curricular (re)shapings. The authors create a philosophical playground to think identity and subjectivity when engaging with these theories both with/in classroom events and with/in their own co-constituted scholarly and teacherly becomings. The authors set forth several potentially generative frictions in teaching and researching environments.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"286 - 301"},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633790","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 : 2022-08-25DOI: 10.1177/14639491221116915
N. Kucirkova
Sensory reading refers to reading that engages all six of the human senses – vison, hearing, touch, gustation, olfaction and proprioception. The author proposes that increased attention be paid to the three ‘hidden’ senses of gustation, olfaction and proprioception to advance innovative reading studies. She articulates the problematic of visually dominated multimodal research and print–digital media comparison studies, and extends the reading field to sensory reading that is not tied to a specific medium or mode of engagement but mediated by individualised sensory stimuli. This cross-disciplinary discussion of sensory reading opens up a new vista for affective literacies and integrates the tensions that emerge between psychological and new media studies concerned with material, ephemeral and embodied reading. This approach refines Rosenblatt's transaction theory and contributes new insights into materiality, ephemerality and the embodiment of reading, which dominate contemporary reading studies.
{"title":"The explanatory power of sensory reading for early childhood research: The role of hidden senses","authors":"N. Kucirkova","doi":"10.1177/14639491221116915","DOIUrl":"https://doi.org/10.1177/14639491221116915","url":null,"abstract":"Sensory reading refers to reading that engages all six of the human senses – vison, hearing, touch, gustation, olfaction and proprioception. The author proposes that increased attention be paid to the three ‘hidden’ senses of gustation, olfaction and proprioception to advance innovative reading studies. She articulates the problematic of visually dominated multimodal research and print–digital media comparison studies, and extends the reading field to sensory reading that is not tied to a specific medium or mode of engagement but mediated by individualised sensory stimuli. This cross-disciplinary discussion of sensory reading opens up a new vista for affective literacies and integrates the tensions that emerge between psychological and new media studies concerned with material, ephemeral and embodied reading. This approach refines Rosenblatt's transaction theory and contributes new insights into materiality, ephemerality and the embodiment of reading, which dominate contemporary reading studies.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45433272","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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