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More-Than-Human Literacies in Early Childhood draws on a long-term
ethnographic research into the role of place, materiality and the
body in the literacies of young children aged 12-36 months. It
builds a picture of how children participate in, or become caught
up in, literacies and language in the contexts of their everyday
lives. Throughout the book, recognised understandings of young
children are decentred in favour of experiential knowing of parents
and communities, body-place knowing and ordinary affects. Abigail
Hackett argues that young children’s literacies are always
more-than-human, involving sounds, gestures and movements between
humans and nonhuman places and things. By paying close attention to
the more-than-human nature of these literacies, which rely on
bodies, places, animals, humans, objects and atmospheres for their
ongoingness, a case is made for the decentring of young children.
The book will be of particular interest to researchers looking at
feminist-new materialism, posthumanism, affect theory, and critical
literacy in early childhood settings.
Drawing from a wide range of disciplines, including anthropology,
sociology, architecture and geography, and international
contributors, this volume offers both students and scholars with an
interest in the interdisciplinary study of childhood a range of
ways of thinking spatially about children's lives.
Working with Young Children in Museums makes a major contribution
to the small body of extant research on young children in museums,
galleries and heritage sites. Bridging theory and practice, the
book introduces theoretical concepts in a clear and concise manner,
whilst also providing inspirational insights into everyday
programming in museums. Structured around three key themes, this
volume seeks to diverge from the dominant socio-cultural learning
models that are generally employed in the museum learning
literature. It introduces a body of theories that have variously
been called new materialist, spatial, posthuman and Deleuzian;
theories which enable a focus on the body, movement and place and
which have not yet been widely shared or developed with the museum
sector or explicitly connected to practice. This book outlines
these theories in an accessible way, explaining their usefulness
for conceptualising young children in museums and connecting them
to practical examples of programming in a range of locations via a
series of contributed case studies. Connecting theory to practice
for readers in a way that emphasises possibility, Working with
Young Children in Museums should be essential reading for museum
practitioners working in a range of institutions around the world.
It should be of equal interest to researchers and students engaged
in the study of museum learning, early childhood education and
children's experiences in museums.
Working with Young Children in Museums makes a major contribution
to the small body of extant research on young children in museums,
galleries and heritage sites. Bridging theory and practice, the
book introduces theoretical concepts in a clear and concise manner,
whilst also providing inspirational insights into everyday
programming in museums. Structured around three key themes, this
volume seeks to diverge from the dominant socio-cultural learning
models that are generally employed in the museum learning
literature. It introduces a body of theories that have variously
been called new materialist, spatial, posthuman and Deleuzian;
theories which enable a focus on the body, movement and place and
which have not yet been widely shared or developed with the museum
sector or explicitly connected to practice. This book outlines
these theories in an accessible way, explaining their usefulness
for conceptualising young children in museums and connecting them
to practical examples of programming in a range of locations via a
series of contributed case studies. Connecting theory to practice
for readers in a way that emphasises possibility, Working with
Young Children in Museums should be essential reading for museum
practitioners working in a range of institutions around the world.
It should be of equal interest to researchers and students engaged
in the study of museum learning, early childhood education and
children's experiences in museums.
More-Than-Human Literacies in Early Childhood draws on a long-term
ethnographic research into the role of place, materiality and the
body in the literacies of young children aged 12-36 months. It
builds a picture of how children participate in, or become caught
up in, literacies and language in the contexts of their everyday
lives. Throughout the book, recognised understandings of young
children are decentred in favour of experiential knowing of parents
and communities, body-place knowing and ordinary affects. Abigail
Hackett argues that young children's literacies are always
more-than-human, involving sounds, gestures and movements between
humans and nonhuman places and things. By paying close attention to
the more-than-human nature of these literacies, which rely on
bodies, places, animals, humans, objects and atmospheres for their
ongoingness, a case is made for the decentring of young children.
The book will be of particular interest to researchers looking at
feminist-new materialism, posthumanism, affect theory, and critical
literacy in early childhood settings.
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