Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education

Moxnes, Anna Rigmor; Osgood, Jayne

doi:10.1177/1463949118766662

Cited by 21 publications

(21 citation statements)

References 34 publications

(55 reference statements)

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“…The limitation with reflection though, is how easily it can lead to mirroring instead of generating new thought. As we have argued elsewhere (Moxnes & Osgood, 2018) diffractive pedagogies present exciting possibilities for ECTE. Haraway (2004, p. 70) wrote that diffraction is about mapping interferences not about reproduction, which in the context of ECTE poses a direct challenge to traditional constructivist ideas.…”

Section: Entering Plasticitymentioning

confidence: 85%

Storying Diffractive Pedagogy

Moxnes¹,

Osgood²

2019

RERM

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This paper aims to investigate the affective flows and material intra-actions that unfold in micro-moments in Early Childhood Teacher Education (ECTE) within observations of student teachers' cooperative work. Putting to work Haraway's SF philosophy (1997, 2004 and 2016) we work towards reconfiguring the primacy of critical reflection, and the cultivation of reflexive practitioners by troubling pedagogical practices such as groupwork that claim to generate critical reflexivity. We ask what else gets produced during groupwork and argue that diffractive pedagogy might open up possibilities for student-teachers to move beyond a narrow concern with critical reflection. By playing with rhythm and plasticity we stretch established ideas about ECTE and offer diffractive pedagogy as a slippery, contingent, relational, emergent, speculative and ultimately less certain concept than critical reflection. Introducing diffractive pedagogy into debates about ECTE offers a generative rupture; an opportunity to extend conceptualisations and practices.

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Section: Entering Plasticitymentioning

confidence: 85%

Storying Diffractive Pedagogy

Moxnes¹,

Osgood²

2019

RERM

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“…Bilhassa erken çocukluk dönemine odaklanan çalışmalarda insan-sonrası alanının etkisi, çocukluğun insan-dışı türlerle ilişkisi gibi konular karşımıza çıkmakta (Murris, 2018;Murris & Haynes, 2018;Moxnes & Osgood, 2018). Antroposen çağının belirsizliğinde insan uygarlığı, varlığının neticesi olarak insanın konumunu çelişkili bir hale getirdiği için, başka türlerle yoldaşlık (Haraway, 2016) bir zorunluluğa dönüşme potansiyeli barındırıyor.…”

Section: çOcukluk Ve çEvrenin Kesişimi: Temsiliyet Belirsizliğiunclassified

Childhood Experience in the middle of the Uncertainty

DEMİRAL

2022

ViraVerita E-Dergi

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ÖzetDijital teknolojilerin gelişmesiyle sanal ortamdaki deneyimlerin yeni olanaklara kapı araladığı günümüzü dijital çağ olarak tanımladığımızda bir olanaklar evreniyle karşılaştığımızı söyleyebiliriz. Ekolojik bir perspektiften gezegen üzerindeki varlığımızı düşündüğümüzdeyse, iklim değişikliğinin yarattığı riskler evreni sanki bir çeşit kriz çağında olduğumuzu hatırlatmakta. Kriz çağı ifadesi, sadece insanın çevreyle kurduğu ilişkiden ibaret değil elbette, toplumlara dair sorunları ve haliyle insan hakları krizlerini de kapsamakta. Olanaklar ile risklerin ortaklaştığı yerde pek çok başka konu gibi belirsizlik kavramı da karşımıza çıkmakta. Dijital dünyanın olanakları ile ekolojik -ve dahi politikkrizin açmazlarını yeni çocukluk deneyimleri etrafında ele almayı amaçlayan bu yazıda, çocuklarla yaptığım saha çalışmalarından örnekler vererek, çocuk olma halinin belirsiz/tanımsız olarak algılanışına eleştirel bir bakış açısı getirmeye çalışacağım. Belirsizliğin etrafında düşünsel bir yolculuğa çıkarken olanaklar ve riskler evrenini yukarıda belirttiğim ikilik odağında ve kavram ikiliği ötesinde ihtimaller sunarak tartışacağım.

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“…Light, shadows and vibrations are active participants and companions in young children’s play and learning. ‘When the human is decentered from the investigations and attention is turned to the events that cause us to stumble or wonder, new knowledge is generated’ (Moxnes and Osgood, 2018: 298). New knowledge can challenge sedimented ideas and dominant discourses, and present alternative perspectives.…”

Section: Bricolaging As a Non-hierarchical Approachmentioning

confidence: 99%

Making a bricolage: An immanent process of experimentation

Odegard

2019

Contemporary Issues in Early Childhood

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This article draws on a new materialist paradigm to explore bricolaging data from an early childhood research project through an immanent ethical lens. This lens enables the researcher to stretch towards non-hierarchical relationships in between subjects and objects, thinking and doing. A bricoleur explores and builds different knowledge-production pathways, allowing experimentation with a wide range of methods and theoretical perspectives. The argument presented here is that bricolaging data could be a non-hierarchical tool through which the researcher considers materiality and artefacts as intra-active participators. Empirical matter – such as videos, photographs, dialogue transcripts, scribblings, sounds, vibrations, bodies and recycled materials – becomes visible through several reviews and rereadings. Here, the bricoleur explores how various data can be read by bricolaging it together, resulting in several narratives that may disrupt and challenge dominant discourses and present alternative perspectives in early childhood pedagogy.

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Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education

Cited by 21 publications

References 34 publications

Storying Diffractive Pedagogy

Storying Diffractive Pedagogy

Childhood Experience in the middle of the Uncertainty

Making a bricolage: An immanent process of experimentation

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