Fairies on the schoolyard: curriculum as inclusive conversation

Furman, Cara

doi:10.1080/13603116.2019.1610086

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…Three “figurations” (Murris, 2016) of the child—propped by developmental theory—serve as the particular foil through which I diffract. First, early childhood has long been understood as a time of fantasy, with children known for blurring the boundaries between the real and the imaginary (Gopnik, 2010). For children under five, an imaginary universe is generally deemed “appropriate,” often labeled cute and/or attributed to the wondrous but fundamentally different nature of the child's thinking (Murris, 2016: 116).…”

Section: Welcoming Ghosts Into Figurations Of the Childmentioning

confidence: 99%

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Welcoming entanglements with ghosts: Re-turning, re-membering, and facing the incalculable in teacher education

Furman

2022

Contemporary Issues in Early Childhood

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Posthumanist and antiracist thinkers contend that justice, as articulated by Karen Barad, demands response-ability to ghosts of the past and those yet to come. Normative conceptions of the child do not account for these ghostly engagements. When such normative conceptions direct a teachers’ gaze, the child speaking with ghosts may feel they too are not welcome. Without kinship and support grappling with the challenging, even painful, topics that the ghosts raise, they may become discouraged from the larger project of taking response-ability for ghosts in pursuit of justice. In response, the author first repositions the child as rich in potential and a knower who engages with ghosts. Using “travel-hopping” as a methodology, she re-turns to an experience as a teacher who pursued a Master’s in Elementary Education as a conversation between her child self, ancestral ghosts, children she worked with, and ghosts those children spoke with. In sharing this experience, the author puts forth travel-hopping through experiences as a valuable method in teacher education. As teachers travel-hop, they can expand their sense of the “child” as capable and powerful in engagements with the more-than-human (broadly defined but focused on ancestral ghosts).

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Section: Welcoming Ghosts Into Figurations Of the Childmentioning

confidence: 99%

“… 2. This dismissal applies to a broad range of conversations with the more-than-human (see Furman, 2019), but in this article I focus narrowly on talk with ancestral ghosts.…”

mentioning

confidence: 99%

Welcoming entanglements with ghosts: Re-turning, re-membering, and facing the incalculable in teacher education

Furman

2022

Contemporary Issues in Early Childhood

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“…Students benefit when both exist alongside each other. While children have always found cracks within the structures of school for their own exploration (Brownell 2021 ; Furman 2019 ) currently chronos overwhelmingly dominates—squeezing out other forms of engagement (Murris and Kohan 2020 ). In emphasizing schole in this paper, I seek a balance of the two.…”

Section: An Ethos Of Wander Timementioning

confidence: 99%

“…As the opening vignette suggests and is argued by Stillwagon ( 2017 ) mourning too is often present but at the boundaries. Yet, while children can and do make meaning on their own on the outskirts of the school curriculum, if we believe that adults and peers provide guidance, support, and help children make meaning then it is important that we find places to join children in these endeavors (Arendt 1954 ; Furman 2019 ; Silin 1995 ).…”

Section: Claiming Wander Time Within the Chronos Of Schoolmentioning

confidence: 99%

“…This choice was affirmed as I resisted the urge to sanction an obsession with a television show I didn’t particularly like (Dyson 1997 ; Thiel 2015 ). Instead, when critical, I entered into his content in a conversational form or through play as opposed to dictating my own content or taking over his (Dyson 1997 ; Furman 2019 ). The content he chose involved storytelling and fantasy.…”

Section: Claiming Wander Time Within the Chronos Of Schoolmentioning

confidence: 99%

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An Ethos of Wander Time: Staying with the Trouble to Make Sense During Crises

Furman

2022

Stud Philos Educ

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Amidst a steady clamor about “learning loss” during the pandemic, a minority of educators have cautioned we must, in the words of Donna Haraway, “stay with the trouble,” giving children space to grieve, explore, and make sense of a new reality. In this paper I interrogate what it means to stay with trouble and specifically call for what I refer to as wander time to stay with trouble in schools. With the phrase wander time, I reference the 40 years the Ancient Israelites spent wandering the desert after they left Egypt as slaves and before they founded a nation in Israel. Taking a phenomenological approach, I then illustrate the practical implications and the potential of wander time through a study of my then preschool-age son’s yearlong self-directed and adult supported multimedia exploration of Transformers (vehicles in popular culture that transform into robots with human-like personalities). I document how through this exploration, my son articulated fears, stayed with, and made sense of troubles. I close by analyzing the pedagogy of wander time to suggest practical implications for schools.

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Hospitality: welcoming the unknown student

Furman

2019

International Journal of Inclusive Education

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Fairies on the schoolyard: curriculum as inclusive conversation

Cited by 7 publications

References 14 publications

Welcoming entanglements with ghosts: Re-turning, re-membering, and facing the incalculable in teacher education

Welcoming entanglements with ghosts: Re-turning, re-membering, and facing the incalculable in teacher education

An Ethos of Wander Time: Staying with the Trouble to Make Sense During Crises

Hospitality: welcoming the unknown student

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