Becoming Haunted by a Data-Ghost in Early Childhood Education Documentation Practices

Albin-Clark, Jo

doi:10.18733/cpi29648

Cult. and Ped. Inq.

2022

DOI: 10.18733/cpi29648

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Becoming Haunted by a Data-Ghost in Early Childhood Education Documentation Practices

Jo Albin-Clark

Abstract: In telling a ghost story, the author notices what (her) ghosts are doing in a study of early childhood education documentation practices; she uses hauntology, affect and sticky data to help her imagine the documentation as ghostly matters.

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Cited by 2 publications

References 21 publications

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What Do Doors Do? Door Storyings, Matterings, Adventurings, and Commonings

Taylor,

Albin-Clark,

Broadhurst Healey

et al. 2023

Qualitative Inquiry

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What do doors do? Open Close Invite In Shut Out Jam Stick Wedge open Welcome: Entice and Invite Offer a glimpse into Bar SLAM SHUT Get kicked in Get kicked shut Splinter Warp Hang Sit ajar Gently linger in our minds Cause hurt and separation Affecting thoughts Moments of joy or pain Longing, Waiting Fearful longing, Fearful waiting, Anticipating Wondering Haunting “Come-on-in” This article is based on research-creation experimentations arising from the provocations “what do doors do?” and “how do doors matter?” We ponder how knowledge-making practices come to life when you take a little time to notice the mattering of doors. We use collaborative feminist praxis to generate arts-based post-qualitative entanglements as generative invitations for door storying that illuminate the potentialities of commoning practices.

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What Do Doors Do? Door Storyings, Matterings, Adventurings, and Commonings

Taylor,

Albin-Clark,

Broadhurst Healey

et al. 2023

Qualitative Inquiry

View full text Add to dashboard Cite

show abstract

Storying hopeful resistances to datafication: Cracks, spacetimematterings and figurations of agency within the more-than-human ecologies of early childhood education and care

Albin-Clark,

Archer,

Chesworth

2024

Contemporary Issues in Early Childhood

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In this paper, we ponder the ecologies of spacetimematterings folded into resistance practices and their relationality with figurations of agency outside and beyond datafication agendas. Accountability cultures bound up with datafication have consequences that include a diminished agency for both children and educators. We take inspiration from the idea that enactments of resistance can cause cracks to appear that forge creative spaces where different kinds of doings related to agency emerge. The context, potentiality and storyings of cracking encounters is where our interest lies. To ponder crackings, we play with feminist posthuman and materialist theorising with research-creation approaches to notice resistances as material-discursive intra-actions amongst the lively materiality of educational life. From there we notice resistance practices as ecologies. Those ecologies are complex and lively yet often concealed in more-than-human cracks by the grand narrative of datafication. Through storytelling, we reimagine these cracks as dynamic resistances, often unresolving the relationality between power and the collective more-than-human modes of resistance we witnessed. Different kinds of noticing mattered and amplifying the sharing of resistance stories brings attention to hopeful agencies already and always at work. Sharing stories can strengthen the connectivity of resistances to datafication and build a stronger autonomy and agency for early childhood education and care. Our provocation is to pay attention to the spacetimematterings of ecologies where resistance practices are already at work cracking cracks for different doings. From there, further activisms can mobilise a larger fracturing to the dominance of datafication narratives.

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Becoming Haunted by a Data-Ghost in Early Childhood Education Documentation Practices

Abstract: In telling a ghost story, the author notices what (her) ghosts are doing in a study of early childhood education documentation practices; she uses hauntology, affect and sticky data to help her imagine the documentation as ghostly matters.

Cited by 2 publications

References 21 publications

What Do Doors Do? Door Storyings, Matterings, Adventurings, and Commonings

What Do Doors Do? Door Storyings, Matterings, Adventurings, and Commonings

Storying hopeful resistances to datafication: Cracks, spacetimematterings and figurations of agency within the more-than-human ecologies of early childhood education and care

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