Nomadic Research Practices in Early Childhood: Interrupting Racisms and Colonialisms

Pacini‐Ketchabaw, Veronica; Nxumalo, Fikile; Rowan, Carol

doi:10.7577/rerm.174

Cited by 21 publications

(30 citation statements)

References 37 publications

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“…As Hamington (2015) describes it, care is embodied action through which we physically, emotionally, and intellectually care for others. Pacini-Ketchabaw et al (2015) eloquently put it another way: early childhood “practice … calls for total engagement of heart, mind and spirit in intensely relational encounters” (p. 173). This engagement should not stop in the early years but flourish throughout the full arc of childhood.…”

Section: Care Involves More Than Basic Custodial Activitiesmentioning

confidence: 99%

Caring about care: Reasserting care as integral to early childhood education and care practice, politics and policies in Canada

Langford¹,

Richardson²,

Albanese

et al. 2017

Global Studies of Childhood

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Care and education have deep historical divisions in the Canadian policy landscape: care is traditionally situated as a private, gendered, and a welfare problem, whereas education is seen as a universal public good. Since the early 2000s, the entrenched divide between private care and public education has been challenged by academic, applied and political settings mainly through human capital investment arguments. This perspective allocates scarce public funds to early childhood education and care through a lens narrowly focused on child development outcomes. From the investment perspective, care remains a prerequisite to education rather than a public good in its own right. This chapter seeks to disrupt this neoliberal, human capital discourse that has justified and continues to position care as subordinate to education. Drawing upon the feminist ethics of care scholarship of philosopher Virginia Held, political scientist Joan Tronto, and sociologist Marian Barnes, this chapter reconceptualizes the care in early childhood education and care rooted through four key ideas: (1) Care is a universal and fundamental aspect of all human life. In early childhood settings, young children's dependency on care is negatively regarded as

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Section: Care Involves More Than Basic Custodial Activitiesmentioning

confidence: 99%

Caring about care: Reasserting care as integral to early childhood education and care practice, politics and policies in Canada

Langford¹,

Richardson²,

Albanese

et al. 2017

Global Studies of Childhood

View full text Add to dashboard Cite

show abstract

“…Yet we are ambivalent about where 'racisms' are located in the social-materialities of our examples and, in contrast, can be less sure that our diffractive readings can actually "make our data stutter against racisms" (Pacini-Ketchabaw et al, 2011:29). On the other hand, and very much related, Pacini-Ketchabaw et al (2011) characterise race-assemblages as encounters. Their work again resonates with work on 'contact zones' (Taylor et al, 2012), wherein there is an obvious encounter -whether embodied and/or materially-mediated -between bodies marked out by difference ethnicities (also Nayak, 2010).…”

Section: Figure 5 Undercurrentsmentioning

confidence: 99%

Rats, assorted shit and ‘racist groundwater’: Towards extra-sectional understandings of childhoods and social-material processes

Horton

Kraftl

2017

Environ Plan D

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Reflecting on a study of children's outdoor play in a 'white, working class estate' in east London, this paper argues that social-material processes that are characteristically massy, indivisible, unseen, fluid and noxious have, problematically, remained hidden-in-plain-sight within multidisciplinary research with children and young people. For example, juxtaposing qualitative and autoethnographic data, we highlight children's vivid, troubling narratives of swarming rats, smearing excrement, and percolating subsurface flows of water, toxins and racialised affects. In so doing, we develop a wider argument that key theorisations of matter, nature and nonhuman co-presences have often struggled to articulate the indivisibility of socialmaterial processes from contemporary social-political-economic geographies. Over the course of the paper, as children's raced, classed, exclusionary, disenfranchised narratives accumulate, we recognise the urgency of reconciling microgeographical accounts of play and materiality with readings of geographies of social-economic inequalities, exclusions, ethnicities, religions, memorialisations and mortalities. To this end, we initiate an argument for a move from intersectional to extra-sectional analyses that might retain intersectionality's critical and political purchase, whilst simultaneously folding social-material complexities and vitalities into its theorisation.

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“…Quality remains a powerful signifier in Canadian early childhood education, often imbued in universalized, modernist and deficit constructions of children, and articulated through prescriptive ‘best practices’ and ‘minimum standards’ approaches (Moss and Dahlberg, 2008; Pacini-Ketchabaw et al, 2014). In British Columbia, Canada, where my work is located, understandings of children’s school readiness have become increasingly coupled with quality, using technologies of evaluation such as the Early Development Instrument to generate public scholarship that classifies the ‘vulnerabilities’ and ‘absent qualities’ of educational settings and neighbourhoods (Guhn et al, 2007).…”

Section: (Dis)articulations Of Qualitymentioning

confidence: 99%

“…In the particular context of this work, my focus here is on encounters with a mountain forest that surrounds the childcare centres and has become an important part of our pedagogies. Within the intricacies of everyday encounters with this forest and its more-than-human inhabitants, this article stories possibilities for educators to consider what different practices, perspectives and responses might be provoked ‘beyond quality’ (Dahlberg et al, 2007; Pacini-Ketchabaw et al, 2014). I story attempts to trouble colonizing developmental enactments of quality by shifting the gaze away from a focus on the individual child’s progressive learning.…”

Section: (Dis)articulations Of Qualitymentioning

confidence: 99%

Storying practices of witnessing: Refiguring quality in everyday pedagogical encounters

Nxumalo

2016

Contemporary Issues in Early Childhood

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This article seeks to contribute towards an unsettling of dominant framings of quality pedagogical practices. The author puts to work the figure of the modest witness as a way of storying everyday pedagogical encounters in childhood settings that might refigure quality in practice as materialized more-than-human becomings. Working within the particular context of British Columbia, Canada, the author's particular orientation is towards emergent interferences to child-centred orientations in everyday practices of art-making and multispecies encounters in relation with a local mountain forest. Through descriptive visual and textual accounts of small stories, the author experiments with foregrounding implicated, responsive and messy practices-in-question that bring hopeful possibilities for reimagining quality in practice without the enclosures of fixed and final resolutions.

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Nomadic Research Practices in Early Childhood: Interrupting Racisms and Colonialisms

Abstract: This paper considers how research practices on racialization in early childhood education might be reconceptualized when racialization is placed within relational intricacies

Cited by 21 publications

References 37 publications

Caring about care: Reasserting care as integral to early childhood education and care practice, politics and policies in Canada

Caring about care: Reasserting care as integral to early childhood education and care practice, politics and policies in Canada

Rats, assorted shit and ‘racist groundwater’: Towards extra-sectional understandings of childhoods and social-material processes

Storying practices of witnessing: Refiguring quality in everyday pedagogical encounters

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