Children’s Relations to the More-Than-Human World Beyond Developmental Views

Rautio, Pauliina; Jokinen, Päivi

doi:10.1007/978-981-4585-96-5_2-1

Cited by 25 publications

(24 citation statements)

References 39 publications

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“…People of different age groups and health statuses will also differ, and the affordance of snow for those who have chosen to encounter snow for reasons of leisure is very different from the affordance of snow for those who would prefer to avoid it. Rautio and Jokinen (2015), for example, take a common world approach to considering how snow-piles are a site of 'ongoing mattering' to Finnish children.…”

Section: Environmental Affordancesmentioning

confidence: 99%

Environment in the lives of children and families

Boddy¹,

Walker²,

Vennam³

et al. 2017

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Section: Environmental Affordancesmentioning

confidence: 99%

Environment in the lives of children and families

Boddy¹,

Walker²,

Vennam³

et al. 2017

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“…I wonder if this is an adequate movement ethic for contemporary Euro-Western education? Rautio and Jokinen (2015) enact a "snow pile children" ethic whereby snow pile children are not only individuals and not only humans, rather one clustering and temporal subject which has one collective more-than-subject voice. This voice screams both "I am not here (in the way that you think I am)" and "let me be."…”

Section: "We Got Grounded": Attending To Uncommon Movementsmentioning

confidence: 99%

“…The how of this attentiveness is a provocation I will carry into our future movement inquiries. For Rautio and Jokinen (2015), attending to snow pile children makes visible the limits of adult/educator/human attention: How do movements do (or scream, stretch, seek) the "I am not here (in the way you think I am)" or "let me be"? How might pedagogy attend to uncommon movements, and how might pedagogy need to become differently response-able to uncommon movements?…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

Movement/ing Provocations in Early Childhood Education

Land¹,

Danis²

2016

J Child. Stud.

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Nicole Land is a PhD candidate, sessional instructor, and research assistant in the School of Child and Youth Care, University of Victoria, where she also works with early childhood educators as a pedagogical facilitator. Drawing on feminist science studies and feminist new materialist perspectives, she is interested in attending to, and experimenting with, how fat(s) and muscle(s) can be practiced, move, and matter in early childhood education. Email: nland@uvic.ca Ildikó Danis is an early childhood educator at University of Victoria Child Care Services. She has a degree in early childhood special needs education from Georgia State University, Atlanta, and experience in the Canadian, US, and Hungarian educational environments. Her interest in the complex and inclusive ways of forming "natural childhoods" spurred her curiosity about children's relations with place and everyday, natural materials. Her focus on child-material relations and movement pedagogies is motivated by a commitment to attending to stories and events that evolve by chance in the themes of children's relations with other species, with the material world, and with place. Email: idanis12@uvic.ca (Rotas, 2015), engaging the tensions, productivities, and pauses of movement. We anticipated an abundance of movement within our indoor space and discussed how we might engage (with) running bodies or draw exuberant explorative movement into intentional engagements within the space. We were startled by how deeply difficult movement can be and how demanding movement is of our pedagogical response-ability (Haraway, 2015). Movement/ing Provocations in Early Childhood EducationAs part of an ongoing inquiry-based research project into pedagogical practices at a child care centre in British Columbia, Canada, a collective of educators, researchers, children, and families have been imagining how early childhood education pedagogies and practice might adequately respond to, or engage with, the complex, contested, and politicized worlds of contemporary childhoods. We-Ildikó (an early childhood educator) and Nicole (a doctoral student pedagogista)-position our pedagogical practices within a commonworlding ethic (Pacini-Ketchabaw, Taylor, & Blaise, 2016) and cultivate a sustained engagement with "the broader, relational contexts that children inhabit as integral parts of the universe" (Blaise, Hamm, & Iorio, 2016, p. 2). Our inquiry work launches from a politicized attention to the contested ethical dimensions of pedagogy, wherein a necessity to confront ongoing settler colonialism (Clark, PaciniKetchabaw, & Hodgins, 2014;Nxumalo, 2016), a concern with the infiltration of neoliberal paradigms within education (Ashton, 2014;Osgood, Scarlett, & Giugni, 2015), and an impulse to be response-able to contemporary Euro-Western anthropogenic forces (Taylor & Pacini-Ketchabaw, 2015) inform our practices.In the furniture-free space of the child care centre, we began to put our pedagogical practice to work with movement. Engaging with Drawing on an inquiry-based project focu...

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“…This perspective critiques not only the psychological-cognitive framing of much state-mandated literacy (Hamilton, 2012), but also the notion of multiliteracies and its focus on literacy as design, which has been arguably the most influential pedagogical alternative arising from sociocultural accounts (Cope & Kalantzis, 2000). Thirdly, Barad's (2007) agential realism and Bennett's (2010) notion of vibrant matter, which emphasise the entanglements of materiality, embodiment and subjectivity, have inspired literacy researchers to broaden their account of what counts in meaning making in the lives of children, in non-formal and formal educational contexts, and in doing so often challenge the very project of literacy itself (Rautio & Jokinen, 2015;Theil, 2015).…”

Section: Introductionmentioning

confidence: 99%

Literacy-as-event: accounting for relationality in literacy research

Burnett

Merchant

2018

Discourse: Studies in the Cultural Politics of Education

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Research in New Literacy Studies has demonstrated how literacy consists of multiple socially and culturally situated practices illuminated through a focus on literacy events. Recently, this sociocultural perspective has been complemented by relational thinking that views literacy as an ongoing reassembling of the human and more-than-human. This conceptual article proposes that, in exploring how relational thinking might be deployed in literacy research and practice, it is helpful to re-visit conceptualisations of literacy events. Specifically it proposes the notion of 'literacy-as-event' as a heuristic for thinking with the fluid and elusive nature of meaning-making, elaborating on three propositions: 1. event is generated as people and things come into relation; 2. what happens always exceeds what can be conceived and perceived; 3. implicit in the event are multiple potentialities. Approaching literacy research through engaging with literacy-as-event promotes an expansive, reflective, and imaginative engagement with literacy practices that aligns with relational thinking.

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Children’s Relations to the More-Than-Human World Beyond Developmental Views

Cited by 25 publications

References 39 publications

Environment in the lives of children and families

Environment in the lives of children and families

Movement/ing Provocations in Early Childhood Education

Literacy-as-event: accounting for relationality in literacy research

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