This book explores how stretching stories through posthuman and
autoethnographic perspectives can produce new stories that
decolon(ial)ize traditional thinking and approaches to Early
Childhood Education (ECE). It demonstrates how stories can provide
a different way of knowing, and a way of knowing differently: a way
of decolon(ial)izing current discourses of early childhood
education within educational institutions. The book uses research
and practice in ECE to act as a canvas, a context with which to
explore how autoethnography can become other when viewed through a
posthumanist lens. As a consequence the chapters and stories within
allow for an interplay between the posthumanist and the
autoethnographic, an interplay that allows for a very specific type
of meaning to emerge; a meaning that traffics in numerous and
disruptive possibilities rather than settled certainties. In so
doing, authors rethink and perturb the notion of child-centered
approaches to knowing, be(com)ing, and doing within the Early
Childhood Education context.
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