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This book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children’s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children’s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children’s lives in the majority of countries or in the Global South.
The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain. These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses. Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children.
A 2023 SPE Outstanding Book Honorable Mention Those who are younger continue to be objects of injustice and inequity; those who are younger, people of color, females, and human beings living in poverty have never been included in equitable performances of justice, care, respect, and fairness. The authors in this international volume use existing social values and institutions--and the strengths of these varied perspectives--to address justice in ways that have not previously been considered. The aim is to create more just worlds for those who are young--as well as for the rest of us. The first set of chapters, Bodies, Beings, and Relations in More Just Worlds, place at the forefront the lives of those who are younger who are commonly situated in positions of invisibility, disqualification, and even erasure. In the second section, Performances of Care and Education for More Just Worlds, the authors acknowledge that needed (re)conceptualizations of those who are younger, along with appreciation for human diversity and entanglements between the so-called human and nonhuman worlds, are the foundations for more just care and education environments. From the critique of neoliberal reform discourses to reconceptualizing human relations with nonhuman animal and material worlds, care and learning environments are rethought. The set of chapters in the final section, Stir of Echoes: 20th Century Childhoods in the 21st, take-up the 20th century critical concerns with constructions of “child” that have dominated and continue to govern perspectives imposed on those who are younger. Suggestions for becoming-with those who are younger through resources like reconceptualist scholarship, Black and Indigenous Studies, and various posthuman perspectives are provided throughout. Whatever the emphasis or focus of a section or chapter, throughout the volume is the recognition that dominant discourses (e.g. neoliberal capitalism, conservativism, progressivism, human exceptionalism) and the policies they create (and that facilitate them), influence possibilities for, and limitations to, more just childhood worlds. Therefore, each section includes chapters that address these complex discourses and policy issues. The reader is invited to engage with these complexities, to become-with the various texts, and to generate unthought possibilities for childhoods in more just worlds. Perfect for courses such as: Curriculum Theory │ Multicultural Education │ Cultural Knowledge of Teachers and Teaching │ Sociocultural Foundations │ Anthropology of Education │ Identity, Agency, and Education │ Race and Ethnic Relations in Schools │ Philosophical Foundations of Education │ Educational Epistemologies │ Theorizing and Researching Teaching and Learning │ Qualitative Research in Education: Paradigms, Theories, and Exemplars │ Epistemologies and Theories in Multicultural and Equity Studies │ Curricular Approaches to Multicultural and Equity Studies in Education │ Culturally Relevant Pedagogy (3) │ Multicultural and Global Perspectives in Teaching and Learning │ Teaching for Social Justice │ Diversity and Equity in Education │ 21st Century Childhood Curriculum │ Childhood and Globalization
This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children
The Routledge Companion to Gender and Animals is a diverse and intersectional collection which examines human and more-than-human animal relations, as well as the interconnectedness of human and animal oppressions through various lenses. Comprising fifty chapters, the book explores a range of debates and scholarship within important contemporary topics such as companion animals, hunting, agriculture, and animal activist strategies. It also offers timely analyses of zoonotic disease pandemics, mass extinction, and the climate catastrophe, using perspectives including feminist, critical race, anti-colonial, critical disability, and masculinities studies. The Routledge Companion to Gender and Animals is an essential reference for students in gender studies, sexuality studies, human-animal studies, cultural studies, sociology, and environmental studies.
This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors.
This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices. It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the planet, social and ecological injustices and threats cannot be separated from globalising, neoliberal, capitalist, and colonial discourses that proliferate through anthropocentric and humancentric logics. Manifesting in binary classifications that position the human as separate from the Earth, and dominant categories of the human in hierarchies of power, such logics homogenise and institutionalise the field of environmental education and result in an over-emphasis on instrumentalist, technicist, and mechanistic teaching and learning practices. Exploring the affects emerging within, and between, an assemblage comprising Researcher/Teacher/Environmental Education Worldings, this book seeks to understand how the researcher makes sense of herself with/in the broader ecologies of the world; collaborative processes with an elementary-school teacher in Saskatchewan, Canada, as actualised through four co-created and co-implemented multisensory researcher/teacher enactments (Mindful Walking, Mapping Worlds, Eco-art Installation, and Photographic Encounters); and how the researcher/teacher organises themselves with Land-based pedagogies, environmental education curriculum policy, and wider discourses of Western education. This book does not propose a better way of teaching and learning in environmental education. Rather, showing how difference between categories is relationally bound, this book offers a conceptual (re)storying of human/Earth relationships in environmental education for social and ecological justice in these times of the Anthropocene.
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
Are children the passive recipients of influence from their parents and from society? Is their development determined by their genes and their neurons, or do they have the capacity to think about and influence their own lives and the world around them? How does their interaction with their social and material worlds support or hinder agency? Are children agents, and what do we mean by agency? Children as Agents in Their Worlds aims to answer these questions through a critical psychological and relational approach, while referencing and critiquing a wide range of perspectives from other disciplines including sociology, anthropology and education. Greene and Nixon review the pioneering work of scholars of childhood studies and current post-human theories of agency and offer a developmental perspective on the emergence of the sense of agency and the exercise of agency in children. They discuss key themes including agency in families, agency within the school context and with peers, and children as agents in the wider public sphere. They explore agency and diversity, examining sex, age, genetic inheritance and contextual sources of difference, such as social class and geographical location. Offering a stronger theoretical base for research and policy, through a synthesis of both psychological and relational theories, Children as Agents in Their Worlds will be essential reading for students and professionals in developmental psychology, sociology and anthropology, as well as education, childhood studies, children’s rights and related fields.
Children’s Cultures after Childhood introduces theoretical concepts from new materialist and posthumanist childhood studies into research on children’s literature, film, and media texts with attention to the entanglements of which they are part. Thirteen chapters by international contributors from diverse disciplinary fields (literary studies, cultural studies, media studies, education, and childhood studies) offer a cross-section of empirical and theoretical approaches sharing an inspiration in the notion of “after childhoods”, proposed by Peter Kraftl, a children’s geographer, to conceptualize theoretical and methodological orientations in research on children’s lives and on past, present, and future childhoods. This interdisciplinary collection will be of interest to scholars working in children’s literature and culture studies, education, and childhood studies.