Suchergebnisse

This article is about movement, documenting a researcher's reading, seeing, and feeling with the flaring movements of a young child's clenched fists as he punches the air in an early years' classroom. Drawing on postqualitative inquiry and feminist new materialisms, the article aims to engage with a series of images to think otherwise about the fists, aiming to nudge the researcher's gaze to attend to the unfolding affective forces of movement's encounters and compositions that touch the structure of subjectivity. The first part of the article addresses the importance of returning to early years' events to slow them down and open up spaces for not knowing so quickly what seems to unfold in/to the classroom. As an ongoing provocation of thought, I am interested in resisting the accelerated temporality of education by re-turning these images over and over, hovering over the surfaces of histories and politics to interrupt associative chains of thinking–feeling. The article then moves into the problems posed by the fists, stirring the sediments and deposits that are rapidly set in motion as the fists flare. Recognizing the affects of congealed language that genders and racializes my sense-making apparatus, the article mixes in stock notions of the child, reducing him to a body in pugilistic rebellion. The article finally turns to consider movement as another way of becoming oriented within one's environment. The moving fist-assemblage becomes a potent thread that gathers and disperses meaning and bodies, politics and history, form and movement, and being natural and ideological, material and semiotic.

This article examines critical methodological issues emerging from the interstices of applied educational research, social science research, and arts-based research, bringing criticality into the field of childhood. The author aims to question how she might w(rest)le (un)comfortably with "what is worth looking at" when studying children. Maneuvering between observations of children in classrooms and representations of children in film, the author will not only consider ways she enacts discrete performances of specta(c)torship but also how she might resist revoking one performance for another within her "practices of looking" by conjuring the menace of ambivalent narratives. Rather than falling into familiar framing devices that serve to embrace some, but prohibit other ways of seeing, she will procure notions of colonialism and restless hybridity to incite antagonistic play on the edges of ethnographic specta(c)torship, drawing on Stronach's notion of "lean-to" concepts.

Early Childhood Studies critically engages the reader in issues that relate to young children and their lives from a multiprofessional perspective. Whilst offering a theoretically rigorous treatment of issues relating to early childhood studies, the book also provides practical discussion of strategies that could inform multiprofessional practice. It draws upon case studies to help the reader make practical sense of theoretical ideas and develop a critical and reflective attitude. Hard and pressing questions are asked so that beliefs, ideas, views and assumptions about notions of the child and

The article is located within a UK based ethnographic research project where the central aim is to understand the processes by which 4— 5 year-old children begin to develop an identity as 'naughty' within school. This article considers certain practices that are embedded within the act of documenting data and how these relate to and are connected with identity. Having foregrounded what could be regarded as tactics for 'authenticating' data we then move to offer alternative sets of practices where data is considered more in terms of a 'montage' where 'several different images are superimposed onto one another' (Denzin and Lincoln, 2003: 6).