Unsettling Representational Practices: Inhabiting Relational Becomings in Early Childhood Education

Nxumalo, Fikile

doi:10.1080/0145935x.2012.745783

Cited by 18 publications

(8 citation statements)

References 43 publications

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“…There were 23 images of children, and I could only discern three children who, from my perspective, were children of colour. (In rereading this statement, and thinking with the work of Pacini-Ketchabaw and Nxumalo [2010] and Nxumalo [2012], perhaps the overwhelming whiteness reflected a default position on my part due to my own whiteness).…”

Section: Reconfiguring/repositioning Artefactsmentioning

confidence: 99%

When Matter in the Classroom Matters: Encounters With Race in Pedagogical Conversations

Kummen

2014

ijcyfs

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This article considers how mattering and meaning are mutually constituted in the production of knowledge (Barad, 2007). Drawing on a research project with first year early childhood education (ECE) students in a university setting, I argue that material-feminism, as understood through the work of Barad (2007, 2008), offers a lens through which pedagogical practices can be re-conceptualized as more than anthropocentric endeavours. The research project explores the processes that occurred when a group of ECE students and I engaged with and in pedagogical narrations over one academic term as we attempted to make visible and disrupt the hegemonic images we held of both children and childhood. In the doing of pedagogical narrations, artefacts were produced that were not merely representations of our collaborative thinking. Rather, the artefacts that emerged-in between the material, the discursive and the participants, were themselves agentic; they invited us to shift our gaze and our conversation, and thereby new meanings and realities were produced. I provide one example that discusses how the presence of the artefacts invited "race" into a conversation of childhood in a way that reverberated in our thinking, feeling, and being. The article concludes by considering the pedagogical implications for learning, for both children and those learning to work with children, when matter comes to matter in the classroom.

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Section: Reconfiguring/repositioning Artefactsmentioning

confidence: 99%

When Matter in the Classroom Matters: Encounters With Race in Pedagogical Conversations

Kummen

2014

ijcyfs

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“…In storying troubling encounters with and conceptions of "nature", we have begun to explore with educators possibilities for attending to situated entanglements with and connections to the "sticky materialities" and histories of place, where humans are not necessarily the only actants and where their relations are not necessarily determined by human encounters (Tsing, 2005). For example, we began to think how to bring 'big ideas/ethical questions' alive with young children such as how to engage the political, environmental and sustainability aspects of pedagogical inquiries, how to honour the lands in which the child care centres we work with are located, and how we are entangled with non-human others (e.g., Nxumalo, 2012;Pacini-Ketchabaw, 2012a, 2012b.…”

Section: Re-generating Discussion Of Relationality In Research With mentioning

confidence: 99%

Re-generating Research Partnerships in Early Childhood Education: A Non-idealized Vision

Pacini‐Ketchabaw¹,

Nxumalo²

2013

Research Partnerships in Early Childhood Education

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“…She proposes understanding subjectivities as emergent with the forces, rhythms, and relations that constitute them, as a way out of static understandings of identity and diversity typified in much multiculturalist discourse. Nxumalo (2012) critiques multicultural discourse in terms of the fixities it sets in motion through representations of difference and diversity predicated on the recognition and tolerance of cultural identities. By highlighting the multiple, creative, material-discursive and hybrid in subjectivity, Nxumalo argues that systemic forces that sustain racism and oppression can be made more visible in encounters, specifically highlighting the unpredictable and transformative reconfigurations of the bodies and intensities that constitute subjectivity.…”

Section: Crafting New Subjectivitiesmentioning

confidence: 99%

Risking Attachments in Teaching Child and Youth Care in Twenty-First-Century Settler Colonial, Environmental and Biotechnological Worlds

Pacini‐Ketchabaw

Kouri

White

2017

International Journal of Social Pedagogy

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As a way to implicate ourselves in the politics of teaching child and youth care, we write as witnesses of the world and, in so doing, we make risky attachments by exploring a politically engaged child and youth care education that does not promote insurance, control or detachment. Rather, in this paper we critically locate child and youth care education within the political and economic realities of today’s world. We grapple with the complexities of educating child and youth care practitioners deeply embedded in neoliberal capitalism and settler colonialism, and explore the conceptual shifts that we are experimenting with in our own teaching practices to engage in human service work that responds with care to individual and family need and suffering by engaging with the very structures that perpetuate harm and violence in our society.

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Unsettling Representational Practices: Inhabiting Relational Becomings in Early Childhood Education

Cited by 18 publications

References 43 publications

When Matter in the Classroom Matters: Encounters With Race in Pedagogical Conversations

When Matter in the Classroom Matters: Encounters With Race in Pedagogical Conversations

Re-generating Research Partnerships in Early Childhood Education: A Non-idealized Vision

Risking Attachments in Teaching Child and Youth Care in Twenty-First-Century Settler Colonial, Environmental and Biotechnological Worlds

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