Suchergebnisse

Abstract Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on 'facilitation' in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works against child, in terms of political agency. This paper theorises practices of facilitation grounded in philosophies of childhood that assume listening to child/ren as equals, as already able to philosophise, and against sameness. We explore the political and ethical implications of the radical posthumanist reconfiguration of the 'zipped' body in the light of including the disciplinary, imaginative and enabling energies of chronological time through the concept now/ness. We shift from ethics to ethos, and from 'zipped' to 'unzipped' bodies, through the notion of affect to explore the temporal and spatial dimensions of facilitation in Philosophy with Children and children's political agency. We re-turn to David McKee's Not Now Bernard (1980), getting 'inside the text', and attending to the postponement of equality in Philosophy with Children. ; Resumen Bajo nuestras propias narices : la postergación de la igualdad política de los niños y el ahora Respondiendo a la invitación de este número especial de Childhood and Philosophy este artículo pone en consideración el ethos de la facilitación en la investigación filosófica con niños y el orden espacio-temporal de la comunidad de investigación. Al interior del movimiento de Filosofía con Niños hay diferencias de pensamiento y práctica en relación a la "facilitación" en comunidades de investigación filosófica, y nosotros sugerimos que esas diferencias tienen profundas implicancias para con la agencia política de los y las niñas. La facilitación se puede representar como una práctica cronológica de progreso y desarrollo que opera en contra del niño, en términos de agencia política. Este artículo teoriza sobre prácticas de facilitación basadas en filosofías de la infancia que adoptan la postura de escuchar al/los niño/s como iguales, como ya capaces de filosofar, y en contra de la uniformidad. Exploramos las implicancias éticas y políticas de la reconfiguración posthumanista radical del cuerpo 'zippeado' [comprimido] a la luz de incluir las energías disciplinarias, imaginativas y habilitadoras del tiempo cronológico a través del concepto del ahora. Nos movemos de la ética al ethos y de los cuerpos 'zippeados' [comprimidos] a los 'unzippeados' [descomprimidos] a través de la noción de afecto para explorar las dimensiones temporales y espaciales de la facilitación en Filosofía con Niños y la agencia política de las y los niños. Re-tornamos al Not Now Bernard (1980) de David McKee, metiéndonos 'adentro del texto', y poniendo atención a la postergación de la igualdad en Filosofía con Niños. ; Resumo Bem debaixo de nossos narizes : o adiamento da igualdade política das crianças e o agora Respondendo ao convite desta edição especial da Infância e Filosofia, este artigo considera o ethos da facilitação na investigação filosófica com crianças e a ordem espaço-temporal da comunidade de investigação. Dentro do movimento Filosofia com Crianças, existem diferenças de pensamento e prática sobre 'facilitação' em comunidades de investigação filosófica, e sugerimos que isso tem implicações profundas para a agência política das crianças. A facilitação pode ser executada como uma prática cronológica de progresso e desenvolvimento que funciona contra a criança, em termos de agência política. Este artigo teoriza práticas de facilitação alicerçadas em filosofias da infância que pressupõem ouvir a criança / criança como iguais, já capazes de filosofar e contra a mesmice. Exploramos as implicações políticas e éticas da reconfiguração pós-humanista radical do corpo "fechado" à luz da inclusão das energias disciplinares, imaginativas e capacitadoras do tempo cronológico por meio do conceito agora / ness. Mudamos da ética para o ethos, e de corpos "compactados" para "descompactados", por meio da noção de afeto para explorar as dimensões temporais e espaciais de facilitação em Filosofia com Crianças e a agência política infantil. Voltamos a Not Now Bernard de David McKee (1980), entrando "no texto" e tratando do adiamento da igualdade em Filosofia com Crianças.

Abstract Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called 'ontological turn' for early childhood education. With its emphasis on a moving away from the dominant role of human vision (knowing and seeing) in educational research we show how videoing and photographing works as an apparatus in an analysis of data from an inner-city school in Johannesburg, South Africa. We are struck by children's seeing with the 'eyes of their skin' (Pallasmaa) and 'seeing' with/in the world (posthumanism), as their obvious distress is felt when a small tree sapling has been mowed down in a nearby park. We analyse the event with the help of a variation on Deleuze's notion of 'becoming-child': 'becoming-little', and Anna Tsing's 'the arts of noticing'. 'Becoming-little' as a methodology disrupts the adult/child binary that positions 'little', younger humans as inferior to their 'bigger' fully human counterparts. We exemplify 'becoming-little' through 4 and 5 year-olds' learning with the little tree and adopt Barad's temporal diffraction to 'see' what is in/visible in the park: the extractive, exploitative, colonising mining practices of White settlers. These are still part of the land on which the park was created but are in/visible beneath the 'skin' of the earth. ; Resumen 'Viendo' con/dentro el mundo : devenir-pequeño El posthumanismo critic es una invitación a pensar de otra manera acerca del conocimiento y la relacionalidad educativa entre los humanos y los más-que-humanos. Este cambio filosófico y político en la subjetividad se construye sobre el postestructuralismo y la fenomenología, y está enredado con ellos. En este artículo leemos difractivamente una y otra teorías del arquitecto finlandés Juhani Pallasmaa y las feministas posthumanistas Karen Barad y Rosi Braidotti. Exploramos las implicancias del llamado 'giro ontológico' en la educación para la primera infancia. Con su énfasis en un alejamiento del rol dominante de la visión humana (saber y ver) en la investigación educativa, mostramos cómo el video y la fotografía funcionan como aparato en el análisis de datos de una escuela del centro urbano de Johannesburgo, Sudáfrica. Nos impacta el hecho de que los niños vean con los "ojos de su piel" (Pallasmaa) y "vean" con/dentro del mundo (posthumanismo) en tanto se percibe su obvio malestar y preocupación cuando un árbol joven es cortado en un parque cercano. Analizamos el evento con la ayuda de una variación de la noción de Deleuze de "devenir-niño": "devenir-pequeño", y de "el arte de notar" de Anna Tsing. Como metodología "devenir-pequeño" disrrumpe el binario adulto/niño que posiciona a los humanos "pequeños", más jóvenes como inferiores a sus contrapartes "más grandes" completamente humanas. Ejemplificamos el "devenirpequeño" a través del aprendizaje de niños de 4 y 5 años con el arbolito y adoptamos la difracción temporal de Barad para "ver" qué es in/visible en el parque: las prácticas mineras extractivas, explotadoras y colonizadoras de los colonos Blancos. Estas todavía son parte del terreno en el que el parque fue creado pero son in/visibles debajo de la "piel" de la tierra. ; Resumo 'Ver' com / no mundo : tornar-se pequeno O pós-humanismo crítico é um convite a pensar de outra forma sobre o conhecimento e a relacionalidade educacional entre os humanos e o mais-que-humano. Essa mudança filosófica e política na subjetividade se baseia e se enreda no pós-estruturalismo e na fenomenologia. Neste artigo, lemos, de forma difrativa, as teorias do arquiteto finlandês Juhani Pallasmaa e das pós-humanistas feministas Karen Barad e Rosi Braidotti. Exploramos as implicações da chamada "virada ontológica" para a educação da primeira infância Com sua ênfase no afastamento do papel dominante da visão humana (saber e ver) na pesquisa educacional, mostramos como o vídeo e a fotografia funcionam como um aparato na análise de dados de uma escola no centro de Joanesburgo, África do Sul. Ficamos impressionados com as crianças vendo com os "olhos de sua pele" (Pallasmaa) e "vendo" com / no mundo (pós-humanismo), já que sua óbvia angústia é sentida quando uma pequena muda de árvore foi ceifada em um parque próximo. Analisamos o evento com a ajuda de uma variação da noção de "tornar-secriança" de Deleuze: "tornar-se-criança" e "as artes de perceber" de Anna Tsing. 'Tornar-se pequeno' como metodologia perturba o binário adulto / criança que posiciona 'pequenos', humanos mais jovens, como inferiores a seus 'maiores' totalmente humanos. Nós exemplificamos o "tornar-se pequeno" por meio da aprendizagem de crianças de 4 e 5 anos com a pequena árvore e adotamos a difração temporal de Barad para "ver" o que é in/visível no parque: as práticas de mineração extrativistas, exploradoras e colonizadoras dos colonos brancos. Eles ainda fazem parte da terra na qual o parque foi criado, mas são in/visíveis sob a "pele" da terra.

Abstract Discourses and relations of child/adult and early education are super-permeated with ideas and practices of authority and boundary-making. In early years' practices, deeply important beliefs and assumptions about who or what has authority and who or what should create the boundaries of everyday activity often go unquestioned. This produces different kinds of epistemic injustice in respect of children and those who work with them, as well as through the materialities of early childhood and training settings, including higher education. These systems of authority both express and produce wider patterns of living associated with the wider society, including democracies. Posthumanism inspires questions about not only ways of knowing, but also about the privileging of dis/embodied knowing over feeling, intuiting, sensing, making, and moving. This paper thinks from the diffractive position that knowing is a direct material and moving engagement to explore possibilities for sympoietic pedagogies of enquiry-making-with (Haraway, 2016), and examines how these generate new ideas about early childhood practices and what professional knowledge might become. We illustrate this diffractive curriculum and pedagogy through an example from teacher education in South Africa to make important connections between authority, pedagogy, and an enlarged framework for democratic education; in this work, we explore sympoietic approaches to negotiation.

Abstract Inspired by the philosophies of Donna Haraway and Karen Barad, the aim of this paper is to stir up trouble and to double trouble time in education. We trouble how certain views of childhood shape our experience of school time and secondly, we trouble the way in which time as experienced in school, affects how adults relate to childhood. A particular relationship to and experience of time is nowadays prominently fostered and cultivated in educational institutions. We propose that 'time' and 'childhood' are intrinsically entangled concepts and logically connected, in the lived experience of educational contemporary institutions, with colonialism and capitalism. Decolonisation requires a troubling of the experience of time as it involves the subordination and denigration of children and childhood ('mysopedy'). We do this through a genealogy (a political reading of 'the' present) of the concepts time, childhood and school. Inspired by Karen Barad, we adopt Kyoko Hayashi's idea of 'travel hopping'. Travel hopping as methodology is a transindividual commitment to undo the injustices committed to those who are (also) no longer there (as well as our 'own' childhood 'selves'), without any pretense that the past can be made undone. Drawing on Barad's queer reading of Quantum Field Theory, we produce decolonising insights by diffractively tunneling through boundaries between human and nonhuman bodies in our writing, thereby unsettling the current relationship to time, the adult/child binary and adult temporality.

Abstract This chapter examines the implications for conceptualising, composing and structuring a postqualitative research project with video and sound. To do so, the authors challenge philosophically, politically and methodologically the mainstream ideas about how video in research works. The chapter starts with a brief detour to explore how the historical entanglement between art and science might inspire ways that postqualitative research could trouble the concept of representation in research, which lies constantly beneath the surface when video and sound technology is integrated into research practices. Demonstrated through a range of examples of research practices embracing moving images and sounds differently, this chapter offers a taste of what postqualitative research with sonic and visual technology could entail. Key questions are discussed, such as what comes into focus when paying attention to the material and the nonhuman through video and sound and what ontological shift this technology allows or promotes. The role of sound is given special attention as an example of readjusting what is heard (and valued as worth hearing) when analysing research data. The aim of the chapter, with its examples and suggested activities, is to excite and inspire researchers to reanimate and re-imagine research with video and sound.