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Shows how agential realism can be applied in research across a
variety of different disciplines and levels of scholarship. With a
foreword by Karen Barad and audio transcripts and videos have their
explicit permission / endorsement to be included. Based on a
seminar held in South Africa and largely attended by scholars from
the global south - reviewers praised for diversity.
Shows how agential realism can be applied in research across a
variety of different disciplines and levels of scholarship. With a
foreword by Karen Barad and audio transcripts and videos have their
explicit permission / endorsement to be included. Based on a
seminar held in South Africa and largely attended by scholars from
the global south - reviewers praised for diversity.
Closely linked to the first book in this series - acts as both a
supporting volume and a stand alone title Short, accessible entries
of about 750 words on the main concepts in this field of research
Specifically geared towards novice researchers who can struggle
with the complex theoretical concepts in the field
Navigating the Postqualitative, New Materialist and Critical
Posthumanist Terrain Across Disciplines is an accessible
introductory guide to theories, paradigm shifts and key concepts in
postqualitative, new materialist and critical posthumanist
research. Supported by its own website, this first book in a larger
series is an essential companion to the primary texts and original
sources of the theorists discussed in this and other books in the
series. Disrupting the theory/practice divide, the book offers a
postqualitative reimagining of traditional research processes. In
doing so, it guides readers through the contestation of binaries,
innovative concepts, and the practical provocations that make up
the postqualitative terrain. It orients the researcher in the
ontological re-turn also by considering Indigenous knowledges,
African, Eastern and young children’s philosophies. The style
itself is postqualitative through diffractive engagements by the
authors and the website includes some examples of the practical
provocations described in the book that give an imaginary of how
postqualitative research can be taught and enacted. This book is an
essential resource for novice as well as experienced researchers
working both within and across disciplines in higher education.
More information and pocasts for this book can be found at
https://postqualitativeresearch.com/series-overview/navigating-the-postqualitative-new-materialist-and-critical-posthumanist-terrain-across-disciplines-an-introductory-guide-2/
A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks
open up spaces for philosophical dialogues between people of all
ages. As works of art, picturebooks offer unique opportunities to
explore ideas and to create meaning collaboratively. This book
considers censorship of certain well-known picturebooks,
challenging the assumptions on which this censorship is based.
Through a lively exploration of children's responses to these same
picturebooks the authors paint a way of working philosophically
based on respectful listening and creative and authentic
interactions, rather than scripted lessons. This dialogical process
challenges much current practice in education. The authors propose
that a courageous and critical practice of listening is central to
the facilitation of mutually educative dialogue. This book will be
of interest to scholars and students of education studies,
philosophy of education, literacy teaching and learning, children's
literature, childhood and pedagogy.
Closely linked to the first book in this series - acts as both a
supporting volume and a stand alone title Short, accessible entries
of about 750 words on the main concepts in this field of research
Specifically geared towards novice researchers who can struggle
with the complex theoretical concepts in the field
Literacies, Literature and Learning: Reading Classrooms Differently
attends to pressing questions in literacy education, such as the
poor quality of many children's experiences as readers, routine
disregard for their thinking and the degrading impact of narrow
skills measurement and comparison. This cutting-edge book moves
beyond social, psychological and scientific categories that focus
on individualistic and linear notions of the knowing subject; of
progress and development; and of child as less than fully human. It
adopts a posthumanist framework to explore new perspectives for
teaching, learning and research. Authors from diverse disciplines
and continents have collaborated to interrogate the colonising
characteristics of humanism and to imagine a different - more just
- reading of a literacy classroom. Questions of de/colonisation are
tackled through the exploration of both education and research
practices that seek to de-centre the human and include the more
than human. Inspired by an example of high quality children's
literature, playful philosophical teaching and the power of the
material, the authors show how the chapters diffract with one
another, thereby opening up radical possibilities for a different
doing of childhood. The book hopes to help transform adult-child
relationships in schools and universities. As such, it should be of
great interest to academics, researchers and postgraduate students
in the areas of literacy, philosophy, law, education, the wider
social sciences, the arts, health sciences and architecture. It
should also be essential reading for teacher educators and
practitioners around the world.
Navigating the Postqualitative, New Materialist and Critical
Posthumanist Terrain Across Disciplines is an accessible
introductory guide to theories, paradigm shifts and key concepts in
postqualitative, new materialist and critical posthumanist
research. Supported by its own website, this first book in a larger
series is an essential companion to the primary texts and original
sources of the theorists discussed in this and other books in the
series. Disrupting the theory/practice divide, the book offers a
postqualitative reimagining of traditional research processes. In
doing so, it guides readers through the contestation of binaries,
innovative concepts, and the practical provocations that make up
the postqualitative terrain. It orients the researcher in the
ontological re-turn also by considering Indigenous knowledges,
African, Eastern and young children's philosophies. The style
itself is postqualitative through diffractive engagements by the
authors and the website includes some examples of the practical
provocations described in the book that give an imaginary of how
postqualitative research can be taught and enacted. This book is an
essential resource for novice as well as experienced researchers
working both within and across disciplines in higher education.
More information and pocasts for this book can be found at
https://postqualitativeresearch.com/series-overview/navigating-the-postqualitative-new-materialist-and-critical-posthumanist-terrain-across-disciplines-an-introductory-guide-2/
This rich and diverse collection offers a range of perspectives and
practices of Philosophy for Children (P4C). P4C has become a
significant educational and philosophical movement with growing
impact on schools and educational policy. Its community of inquiry
pedagogy has been taken up in community, adult, higher, further and
informal educational settings around the world. The internationally
sourced chapters offer research findings as well as insights into
debates provoked by bringing children's voices into moral and
political arenas and to philosophy and the broader educational
issues this raises, for example: historical perspectives on the
field democratic participation and epistemic, pedagogical and
political relationships philosophy as a subject and philosophy as a
practice philosophical teaching across the curriculum embodied
enquiry, emotions and space knowledge, truth and philosophical
progress resources and texts for philosophical inquiry ethos and
values of P4C practice and research. The Routledge International
Handbook of Philosophy for Children will spark new discussions and
identify emerging questions and themes in this diverse and
controversial field. It is an accessible, engaging and provocative
read for all students, researchers, academics and educators who
have an interest in Philosophy for Children, its educational
philosophy and its pedagogy.
The Posthuman Child combats institutionalised ageist practices in
primary, early childhood and teacher education. Grounded in a
critical posthumanist perspective on the purpose of education, it
provides a genealogy of psychology, sociology and philosophy of
childhood in which dominant figurations of child and childhood are
exposed as positioning child as epistemically and ontologically
inferior. Entangled throughout this book are practical and
theorised examples of philosophical work with student teachers,
teachers, other practitioners and children (aged 3-11) from South
Africa and Britain. These engage arguments about how children are
routinely marginalised, discriminated against and denied,
especially when the child is also female, black, lives in poverty
and whose home language is not English. The book makes a
distinctive contribution to the decolonisation of childhood
discourses. Underpinned by good quality picturebooks and other
striking images, the book's radical proposal for transformation is
to reconfigure the child as rich, resourceful and resilient through
relationships with (non) human others, and explores the
implications for literary and literacy education, teacher
education, curriculum construction, implementation and assessment.
It is essential reading for all who research, work and live with
children.
Literacies, Literature and Learning: Reading Classrooms Differently
attends to pressing questions in literacy education, such as the
poor quality of many children's experiences as readers, routine
disregard for their thinking and the degrading impact of narrow
skills measurement and comparison. This cutting-edge book moves
beyond social, psychological and scientific categories that focus
on individualistic and linear notions of the knowing subject; of
progress and development; and of child as less than fully human. It
adopts a posthumanist framework to explore new perspectives for
teaching, learning and research. Authors from diverse disciplines
and continents have collaborated to interrogate the colonising
characteristics of humanism and to imagine a different - more just
- reading of a literacy classroom. Questions of de/colonisation are
tackled through the exploration of both education and research
practices that seek to de-centre the human and include the more
than human. Inspired by an example of high quality children's
literature, playful philosophical teaching and the power of the
material, the authors show how the chapters diffract with one
another, thereby opening up radical possibilities for a different
doing of childhood. The book hopes to help transform adult-child
relationships in schools and universities. As such, it should be of
great interest to academics, researchers and postgraduate students
in the areas of literacy, philosophy, law, education, the wider
social sciences, the arts, health sciences and architecture. It
should also be essential reading for teacher educators and
practitioners around the world.
The Posthuman Child combats institutionalised ageist practices in
primary, early childhood and teacher education. Grounded in a
critical posthumanist perspective on the purpose of education, it
provides a genealogy of psychology, sociology and philosophy of
childhood in which dominant figurations of child and childhood are
exposed as positioning child as epistemically and ontologically
inferior. Entangled throughout this book are practical and
theorised examples of philosophical work with student teachers,
teachers, other practitioners and children (aged 3-11) from South
Africa and Britain. These engage arguments about how children are
routinely marginalised, discriminated against and denied,
especially when the child is also female, black, lives in poverty
and whose home language is not English. The book makes a
distinctive contribution to the decolonisation of childhood
discourses. Underpinned by good quality picturebooks and other
striking images, the book's radical proposal for transformation is
to reconfigure the child as rich, resourceful and resilient through
relationships with (non) human others, and explores the
implications for literary and literacy education, teacher
education, curriculum construction, implementation and assessment.
It is essential reading for all who research, work and live with
children.
Contemporary picturebooks open up spaces for philosophical
dialogues between people of all ages. As works of art, picturebooks
offer unique opportunities to explore ideas and to create meaning
collaboratively. This book considers censorship of certain
well-known picturebooks, challenging the assumptions on which this
censorship is based. Through a lively exploration of children's
responses to these same picturebooks the authors paint a way of
working philosophically based on respectful listening and creative
and authentic interactions, rather than scripted lessons. This
dialogical process challenges much current practice in education.
The authors propose that a courageous and critical practice of
listening is central to the facilitation of mutually educative
dialogue. This book will be of interest to scholars and students of
education studies, philosophy of education, literacy teaching and
learning, children's literature, childhood and pedagogy.
This book is about becoming touched and moved by Karen Barad's
agential realism. Karen Barad as Educator is not biographical. It
is not about Barad. There is much to be learned about teaching and
education research through the human and other-than-human narrative
characters in Barad's writings and way of life. Reading this book
is about becoming entangled with, and being inspired by, a
passionate yearning for a radical reconfiguration of education in
all its settings and phases (e.g., day-care centres, schools,
colleges, universities, but also homes, museums or therapy rooms).
This book will appeal to lecturers, teachers, artists, therapists,
parents and grandparents, funders of education research, organisers
of educational events, as well as detached youth workers. In short,
this book will speak to anyone interested in the 'what' and the
'how' of educational encounters and who is interested in
alternatives to the dominant neoliberal national curricula,
educational policies and humanist teaching, research, and
conference agendas. The book aims to offer a gripping account for
educators to be inspired by the invigorating and elusive philosophy
of agential realism with a specific focus on iterative performative
practices that profoundly matter to what counts as knowledge,
teaching, learning and response-able education science.
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