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...
Children’s Relations to the More-than-Human World by AFFRICA TAYLOR Faculty of Education, University of Canberra, Australia VERONICA PACININI-KETCHABAW School of Child and Youth Care, University of Victoria, Canada MINDY BLAISE Centre for Childhood Research and Innovation, Department of Early Childhood Education, Hong Kong Institute of Education Contemporary Issues in Early Childhood Volume 13 Number 2 2012 http://dx.doi.org/10.2304/ciec.2012.13.2.81 "the notion of the autonomous individual child perpetuated by child development theory is not only an illusion, it is also a grossly inadequate conceptual framework for responding to the challenges of growing up in an increasingly complex, mixed-up, boundary blurring, heterogeneous, interdependent and ethically confronting world". - entrenched individualism and human-centrism in early childhood education discourses - the material turn "refocusing upon the mutually constitutive and generative relationship between ...
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