Unsettling Pedagogies Through Common World Encounters: Grappling with (Post)Colonial Legacies in Canadian Forests and Australian Bushlands
Child-animal relations have received scant scholarly attention in early childhood education. These studies cast child-animal relations as rehearsals for the development of their social skills, as opportunities for children to learn to care for others and develop empathy (Melson, 2005; Meyers, 1998). (post)colonial and more-than-human theoretical perspectives “common worlds” (Latour, 2004) “throwntogetherness” (Massey, 2005) Building on the important insights of childhood studies scholars who have challenged the colonialisms and neocolonialisms inherent in Western discourses of childhood and developmental pedagogies (Cannella & Viruru, 2004), Our interest is in how reckoning with the colonial and neocolonial “ruins” (Stoler, 2008) of bear-child and kangaroo-child entanglements might help us intervene responsibly and ethically in the present (Haraway, a common worlds framework (Taylor, 2013) that takes inspiration from Donna Haraway’s (2008) call for us to learn to...
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