Children and the Power of Stories
Posthuman and Autoethnographic Perspectives in Early Childhood Education
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Beschreibung
This book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolonialize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing differently: a way of decolonializing current discourses of early childhood education within educational institutions.
The book uses research and practice in ECE to act as a canvas, a context with which to explore how autoethnography can become other when viewed through a posthumanist lens. As a consequence the chapters and stories within allow for an interplay between the posthumanist and the autoethnographic, an interplay that allows for a very specific type of meaning to emerge; a meaning that traffics in numerous and disruptive possibilities rather than settled certainties. In so doing, authors rethink and perturb the notion of child-centered approaches to knowing, be(com)ing, anddoing within the Early Childhood EducationThis book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolon(ial)ize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing differently: a way of decolon(ial)izing current discourses of early childhood education within educational institutions.
The book uses research and practice in ECE to act as a canvas, a context with which to explore how autoethnography can become other when viewed through a posthumanist lens. As a consequence the chapters and stories within allow for an interplay between the posthumanist and the autoethnographic, an interplay that allows for a very specific type of meaning to emerge; a meaning that traffics in numerous and disruptive possibilities rather than settled certainties. In so doing, authors rethink and perturb the notion of child-centered approaches toknowing, be(com)ing, and doing within the Early Childhood Education context.
Embraces a critical posthumanist lens and diffractive methodology Explores early childhood education as a material environment Combines theoretical discussion about the praxis of stories with practical issues
Autor*in
Carmen Blyth
Themen in »Children and the Power of Stories«
Critical posthumanism in education research Posthuman research in early childhood education Auto-ethnographic research in early childhood education Narrative methods in early childhood Auto-ethnographic methods in early childhood education research Diffractive methodology in early childhood education research Materiality and early childhood education New materialism and early childhood research Storytelling as research method Diffraction as methodology Assemblage and early childhood education Early childhood education and critical posthumanist lens neoliberalism of early childhood education neocolonialism of early childhood education