Untidying Child Development with a Picturebook: Disrupting Colonizing Binary Logic in Teacher Education

Murris, Karin; Reynolds, Rose-Anne; Silva, Heloísa da; Souza, Luzia Aparecida de

doi:10.4135/9781529757194.n34

Cited by 3 publications

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“…(Vintimilla et al, 2021: 7)We ask the reader to keep reminding themselves of this: we are trafficking in entanglements and mess, not simplicity and condemnation. If you catch us riding too easy a break, we hope you will be momentarily distrustful and follow us as we return to the pedagogical grapplings we learn from postdevelopmental pedagogies – situatedness (Taylor and Pacini-Ketchabaw, 2015), contamination (Shotwell, 2016), collectivity (Hernández et al, 2021; Vintimilla, 2020), humility (Taylor, 2017) and careful invention (Loveless, 2019; Stengers, 2010) – all in the context of our settler accountabilities amid ongoing settler colonialism (Todd, 2016). When we play with citational practices, our ‘careful’ of ‘careful invention’ is in dialogue with McKittrick’s (2021; thinking with Sylvia Wynter) and Christine Sharpe’s (2016) writing of how the intricacies and possibilities of Black life require that inventiveness within existing colonial and neo-liberal institutions stutters, where ‘to reckon with the fact that the archive, too, is invention’ (Sharpe, 2016: 51), and tracing the elasticity of citational practices is to recognize that both the stretch and the snap of citational practices are implicated in neocolonialisms.…”

Section: Citational Practices and Postdevelopmental Pedagogiesmentioning

confidence: 99%

(Un)finding childhoods in citational practices with postdevelopmental pedagogies

Land

Frankowski

2022

Contemporary Issues in Early Childhood

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Taking up the contention that child development manifests through the developmental logics it enacts, the authors work with citational practices as iterations of how developmentalism's logics are done in everyday practices in early childhood and teacher education. They work with Erica Burman's method of ‘found childhood’ to propose citational practices as artefacts of found childhood – as traces of how childhood happens in contemporary life and as an indicator of the dominant knowledges and knowledge-making practices that animate 21st-century childhoods. With disciplining and failure as moments of citational practices, the authors follow how practices of citing do and do not do developmental logics. In dialogue with postdevelopmental pedagogies, they wonder how one might cite into otherwise futures beyond the certainty and temporalities dictated by child development. The authors refuse the progress-oriented logics of child development and do not articulate new ‘best’ practices for citing, but instead write through provocations that might take up questions of world-making, pedagogy and life in line with the propositions offered by postdevelopmental pedagogies.

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