Speculative caring collaboratories: mattering research alternatives

Hodgins, B. Denise; Kummen, Kathleen; Merewether, Jane

doi:10.1080/14733285.2022.2042197

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…Confronting the provocation of how to work collectively in 21 st century worlds that defy the inherited image of collectivity as the consensus of in-dividual humans coming together to share knowledge and 'solve' a problem, early childhood studies scholars increasingly turn toward to processual and situated practice of sustaining collaboratories. Hodgins, Kummen, and Merewether (2022) theorize that a collaboratory is "a portmanteau of collaboration and laboratory, [that] is a hybrid and experimental space for collective research" (p. 1). In a collaboratory, the assumption of collaboration is never stable; rather, it is in the coming together of different moments, knowledges, and ethics that a collaboration becomes a collaboration.…”

Section: Collectivities: Collaboratories and Social Justicementioning

confidence: 99%

Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology

Land

2022

Journal of Pedagogy

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This article takes up a question of how early childhood studies and kinesiology might undertake interdisciplinarity together. Working with the provocation of the phrase ‘movement belongs to all of us’, this article probes the character of three particular interdisciplinary alliances between early childhood studies and kinesiology, asking what becomes possible and impossible for interdisciplinary work amid each collision. These intersections include moving with humans and new materialist movements, dancing childhoods and bodily boundaries, and doing collaboratories and social justice. Working closely with each of these intersections, I propose discord, perceptibility, and collectivity as three possible practices toward inventing unfamiliar interdisciplinarity between early childhood studies and kinesiology.

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Section: Collectivities: Collaboratories and Social Justicementioning

confidence: 99%

Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology

Land

2022

Journal of Pedagogy

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“…Following Claire Bishop (2005), we understand curation as the creation of a public experience that activates involvement within a particular socio-political arena. In varying ways, each CAN collaboratory activated involvement-where pedagogy operates in the interest of creating conditions for new publics and forms of togetherness to emerge (Biesta, 2014)-within the arena of early childhood education (Hodgins et al, 2022;Pollitt, Blue, & Blaise, 2020;Pollitt, Kind, Vintimilla, & Blue, 2021). So too, the Exhibit curation aimed to gesture toward speculative pedagogies for early childhood education through aesthetic installations to "set ideas into motion" and cause us to inhabit the world slightly differently (Bishop, 2005, p. 104).…”

Section: Early Childhood Sensorium(s)mentioning

confidence: 99%

Dis/orientating the Early Childhood Sensorium: A Palate Making Menu for Public Pedagogy

et al. 2022

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This paper shares a multilayered retrospective story of an international exhibit curated for the Climate Action Childhood Network Colloquium as part of a commitment among exhibit curators to reveal the complexities of unpalatable climate futures. In the format of a tasting menu, we offer a sampling of the exhibit installations as a menu of potential alterpolitics in the making. Facing intensifying inequitable climate presents and futures, our intention is that this invitation might create openings for the intersection of local and global concerns. We gesture toward collective but tentative responses for thinking climate action pedagogies through the metaphor of a troubling meal.

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“…Holes, as Isabelle Stengers (2005) proposes, are about "giving to the situation the power to make us think" (p. 185). In early childhood education and beyond, the drive for certainty and solutions during the climate conditions of the Anthropocene (Drew & MacAlpine, 2020;Hodgins et al, 2022;Nelson & Hodgins, 2020;Taylor et al, 2021) urge us to read toward innovation, explanation, and stopgaps. This is reading animated by the panic felt by the all-knowing, powerful human amid ongoing settler colonialism (Nxumalo, 2019) who feels a neoliberal responsibility to become a better steward of the world (Taylor, 2017).…”

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confidence: 99%

Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds

2022

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Holes, the concept that holds together this special issue of the Journal of Childhood Studies, may seem a strange choice as a metaphor for a collective project like this, yet holes poke through each article we share in "Responding to Ecological Challenges with/in Contemporary Childhoods. " In this editorial we ask what centering holes, gaps, and openings might make possible for reinvigorating the relations of the interdisciplinary colloquium on climate pedagogies that sparked, and shares its name with, this special issue. Held in February 2020, the colloquium took place on the lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Attawandaron peoples, at Western University. This special issue picks up strands of thinking shared at the event and asks: How might we, more than two years later-two viral, extraordinary years-reenter the colloquium's openings and explore its gaps and holes?We see holes as endemic to climate realities: We dig literal holes, large and small, into the ground while the profound erasures and egotism of anthropocentrism pretend not to notice the holes increasingly needled into the Euro-Western fallacy of its impenetrable skeleton. Concurrently, we see holes as a practice of hope-a mark worth tending to and ready to be cared for as a way of immersing ourselves into the mess and vitality of our contemporary worlds. As we worked on this special issue, we met many holes: COVID-shaped holes in our timelines, holes in our memories, and increasingly urgent holes in our own scholarship as we imagined how we might respond well to our ever changing common worlds. Before visiting with each article and its hole-making, we propose three manifestations of holes that poke through the articles: holes as fragile reading practices, puncturing holes in the human, and thinking holes with climate pedagogies. We invite readers to experiment with these holes.Within neoliberal logics of individualized perfection, romanticized holistic approaches to education, and ontologically indestructible relations with knowledge, a hole might seem almost an apology, akin to a marker of unavoidable imperfection or a highlighting of something too slippery to be contained by the margins of an article. These manifestations of holes certainly hold energy in this special issue, as authors name their positionality and the limits of perceptibility that accompany their situated relations, where not everything is knowable to everyone. But holes also matter otherwise throughout this gathering of articles. Holes, as Isabelle Stengers (2005) proposes, are about "giving to the situation the power to make us think" (p. 185). In early childhood education and beyond, the drive for certainty and solutions during the climate conditions of the Anthropocene (Drew & MacAlpine, 2020;Hodgins et al., 2022;Nelson & Hodgins, 2020;Taylor et al., 2021) urge us to read toward innovation, explanation, and stopgaps. This is reading animated by the panic felt by the all-knowing, powerful human amid ongoing settler colonialism (Nxumalo, 2019) who feels a n...

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Speculative caring collaboratories: mattering research alternatives

Cited by 5 publications

References 23 publications

Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology

Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology

Dis/orientating the Early Childhood Sensorium: A Palate Making Menu for Public Pedagogy

Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds

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