Thinking With Paint: Troubling Settler Colonialisms Through Early Childhood Art Pedagogies

Clark, Vanessa; Pacini‐Ketchabaw, Veronica; Hodgins, B. Denise

doi:10.18357/ijcyfs.clarkv.5422014

Cited by 8 publications

(6 citation statements)

References 17 publications

(16 reference statements)

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“…Inspired by ecologies of braiding (Berman, 1999; ELLE, 2017; Kimmerer, 2013), transnational feminism (Johnson, 2019; Mohanty, 2002; Nadkarni, 2017; Siddiqi, 2011; Swarr & Nagar, 2010), and creative methodologies in art education (Clark et al, 2014; Hofsess et al, 2019; Ward, 2015, 2016a), I have come to understand braiding as the process of, or tension in, weaving together (Tedlock, 2011) 11 unique, but related, data. Specifically, I use braiding as a feminist methodology for data analysis.…”

Section: Braiding As a Feminist Methodologymentioning

confidence: 99%

WITHDRAWN: Braiding as a Feminist Methodology: Tensions and Possibilities of Weaving Together

Ward

2020

Cultural Studies ↔ Critical Methodologies

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A transnational feminist paradigm guides this inquiry when braiding narratives, both literally and abstractly, as a feminist methodology for data analysis. The data include personal narratives (memories and thoughts imprinted on my body, spirit, and mind), master narratives (collaborative databases and public sites), and counter narratives (articles, books, and videos). The braid offers opportunities to (re)imagine coalitional possibilities through figures ([Formula: see text] and [Formula: see text]) that materialize in the tension of weaving together. When foregrounding self-reflection in the context of weaving together, I explore [Formula: see text] supremacy, [Formula: see text] positionality, and [Formula: see text] representation. The assemblage of figures leads me to a [Formula: see text] colleague turned friend turned collaborator who reminds me to work with productive tension toward love.

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Section: Braiding As a Feminist Methodologymentioning

confidence: 99%

WITHDRAWN: Braiding as a Feminist Methodology: Tensions and Possibilities of Weaving Together

Ward

2020

Cultural Studies ↔ Critical Methodologies

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“…At the heart of our central pedagogical intention is a commitment to becoming answerable, as stakeholders in early childhood education milieus informed primarily by dominant Euro-Western knowledge, to how we are complicit in, and can destabilize, ongoing settler colonialism politics in Australia and Canada (Clark et al, 2014; Nxumalo, 2016a; Nxumalo and Cedillo, 2017; Pacini-Ketchabaw et al, 2014; Pacini-Ketchabaw and Taylor, 2015; Taylor, 2017). In working toward answering this pedagogical intention, we acknowledge and pay our respects to unceded Wurundjeri Country and Lekwungen territory where our inquiry work unfolds.…”

Section: Facetiming Common Worldsmentioning

confidence: 99%

Doing pedagogical intentions withFacetiming Common Worlds(and Donna Haraway)

Land

Hamm

Yazbeck

et al. 2020

Global Studies of Childhood

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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.

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“…The work with reframing Barad's theoretical framework in ECEC has not only contributed to making posthumanist thought a part of the official Swedish ECEC discourse, but has also had a significant influence on the theory development in the field internationally. See, e.g., Bone & Blaise, 2015;Clark, Pacini-Ketchabaw, & Hodgins, 2014;Murris, 2016;Osgood & Giugni, 2015;Rossholt, 2012. 18.…”

Section: Notesmentioning

confidence: 99%

The figuration of the posthuman child

Lindgren

2019

Discourse: Studies in the Cultural Politics of Education

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In a time when the pursuit of quality is high on the Swedish ECEC (Early Childhood Education and Care) policy agenda, teachers' responsibilities for evaluating educational practice, based on documentation of individual children's development and learning, is emphasised. To aid teachers in this work, the Swedish National Agency of Education published a support material promoting 'pedagogical documentation' as a tool and a method for documentation and evaluation, framed within posthumanist theory. From the posthumanist point of view offered in the support material, the traditional Western educational ideal is claimed to fall short of comprehending the transdisciplinary nature and relational complexity of learning as well as the interdependency between the child and the world. In this article, both conditions enabling a posthumanist reconfiguration of the preschool child, as well as the ways in which the child is brought into being as 'posthuman' through policy, research and practice, is examined.

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Thinking With Paint: Troubling Settler Colonialisms Through Early Childhood Art Pedagogies

Cited by 8 publications

References 17 publications

WITHDRAWN: Braiding as a Feminist Methodology: Tensions and Possibilities of Weaving Together

WITHDRAWN: Braiding as a Feminist Methodology: Tensions and Possibilities of Weaving Together

Doing pedagogical intentions withFacetiming Common Worlds(and Donna Haraway)

The figuration of the posthuman child

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