Pedagogies of place-spaces: walking-with the post-professional

Multiverse, Feminist Materialist Relational Time, and Multiple Future(s): (Re)configuring Possibilities for Qualitative Inquiry

“…These theories are not bounded by discipline specificity and transdisciplinary feminist inquiry allows for a questioning of what "counts" as knowledge, who is included or excluded in knowledge making, and how this knowledge is produced. In this way, it can engage with macro systems, for example, intersectional issues, climate change and sustainability, the challenges of living in unequal societies, and consider how these become materialized in micro-processes and micro-moments of becoming (see the work of Bozalek et al, 2018;Fairchild, 2021;Malone et al, 2020;Murris, 2016;Osgood & Robinson, 2019;Taylor & Bayley, 2019; for transdisciplinary approaches to education). What this theorypraxis provides is a fundamental shift in conceptions of the interrelatedness of ontology, epistemology, ethics, time, and the importance of materiality (Barad, 2007;Bennett, 2010;Ferrando, 2019).…”

“…Methodologically, feminist materialist research can offer alternatively more situated and response-able perspectives on relations, space, time, and bodies. The articles selected refute the primacy and privilege imposed by Eurocentric developmental psychology and child development theory (Fairchild, 2021). In doing so, they reconsider possibilities brought about by relationality between bodies and how these can provide alternative futures through the articulation of feminist materialist relational time.…”

“…Veronica Pacini-Ketchabaw and Kathleen Kummen argue that paying attention to alternative notions of time that draw on relational and Indigenous thought can reveal intra-actions connecting children and educators to Anthropocene pasts and futures and shift a focus to living more response-ably and sustainably. Thinking with temporality and place-spaces has also been employed to develop an understanding of how ECEC trainee educators conceptualize outdoor experiences for young children (Fairchild, 2021). By visiting historical sites of ancient woodland, student teachers became affected by the materiality of place–space that was steeped with history; this then helped them consider particular expectations for pedagogy and access for young children and became an opportunity to unsettle and unpick how certain views of place and space privileged a particular worldview and to become more open to other affirmative potentials (Fairchild, 2021).…”

“…Thinking with temporality and place-spaces has also been employed to develop an understanding of how ECEC trainee educators conceptualize outdoor experiences for young children (Fairchild, 2021). By visiting historical sites of ancient woodland, student teachers became affected by the materiality of place–space that was steeped with history; this then helped them consider particular expectations for pedagogy and access for young children and became an opportunity to unsettle and unpick how certain views of place and space privileged a particular worldview and to become more open to other affirmative potentials (Fairchild, 2021). Both these examples provide alternative visions of relations, space, time, and bodies, and open up contact zones for rethinking relationality.…”

“…As I have developed my thinking on feminist materialism, I have pondered the idea of time and temporality and what this might mean for qualitative inquiry. I have been thinking with feminist materialism and agential realism for many years and had already been problematizing linearity from a methodological perspective both in Early Childhood Education and Care (ECEC) and in undisciplined and indisciplined inquiry (Fairchild, 2016(Fairchild, , 2021Fairchild et al, 2022). This led me to consider alternative ways to articulate ontic notions of time and temporality and to entangle these with feminist materialist methodologies and theory-praxis.…”