Abstracts
Abstract
This paper, which I presented at the Responding to Ecological Challenges with/in Contemporary Childhoods Colloquium in January 2020, is an extension of my dissertation research with children and the more-than-human world in Brazil. Drawing on Donna Haraway’s work and inspired by Karen Barad’s framing of diffraction, I take an ecofeminist, common worlds approach to my study of how children learn through becoming-with more-than-human worlds. You are invited to join in our stories and become-with us as, together, we follow provocations in different directions across time and space and speculate “and ifs.”
Keywords:
- becoming-with,
- worlding,
- speculative fabulation,
- stories
Appendices
Bibliography
- Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
- Braidotti, R. (2013). The posthuman. Polity Press.
- Chandler, D. (2013) The world of attachment? The post-humanist challenge to freedom and necessity. Millennium (03058298), 41(3), 516–534. https://doi.org/10.11770305829813481840
- Cho, R. (2020, September 22). Why climate change is an environmental justice issue. State of the Planet. https://news.climate.columbia.edu/2020/09/22/climate-change-environmental-justice/
- Conty, A. F. (2018). The politics of nature: New materialist responses to the Anthropocene. Theory, Culture, & Society, 35(7-8), 73–96. https://doi.org/10.11770263276418802891
- Haraway, D. J. (2003). The companion species manifesto: Dogs, people, and significant otherness (Vol. 1; pp. 3–17). Prickly Paradigm Press.
- Haraway, D. J. (2008). When species meet. University of Minnesota Press.
- Haraway, D. J. (2013). SF: Science fiction, speculative fabulation, string figures, so far. Ada, 3. https://adanewmedia.org/2013/11/issue3-haraway/
- Haraway, D. J. (2015). Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making kin. Environmental Humanities, 6(1), 159–165. https://doi.org/10.1215/22011919-3615934
- Haraway, D. J. (2016a). Manifestly Haraway (Vol. 37). University of Minnesota Press.
- Haraway, D. J. (2016b). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
- Intergovernmental Panel on Climate Change (IPCC). (2018). Summary for policymakers. In V. P. Masson-Delmontte et al. (Eds.), Global warming of 1.5°C. An IPCC special report on the impacts of global warming of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response to the threat of climate change, sustainable development, and efforts to eradicate poverty (pp. 3–26). World Meteorological Organization. http:/report.ipcc.ch/sr15/pdf/sr15_spm_final.pdf
- Jackson, A. Y., & Mazzei, L. (2011). Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge.
- Magnusson, L. O. (2018). Photographic agency and agency of photographs: Three-year-olds and digital cameras. Australasian Journal of Early Childhood, 43(3), 34–42.
- Malone, K., & Truong, S. (2017). Sustainability, education, and anthropocentric precarity. In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 1–16). Springer.
- Mazzei, L. A. (2014). Beyond an easy sense: A diffractive analysis. Qualitative Inquiry, 20(6), 742–746. https://doi.org/10.1177/1077800414530257
- Merewether, J. (2015). Young children’s perspectives of outdoor learning spaces: What matters? Australasian Journal of Early Childhood, 40(1), 99–108. https://doi.org/10.1177183693911504000113
- Merewether, J. (2019). New materialisms and children’s outdoor environments: Murmurative diffractions. Children’s Geographies, 17(1), 105–117. https://doi.org/10.1080/14733285.2018.1471449
- Pacini-Ketchabaw, V., & Nxumalo, F. (2014). Poshumanist imaginaries for decolonizing early childhood praxis. In M. N. Bloch, B. B. Swadener, & G. S. Cannella (Eds.), Reconceptualizing early childhood care and education: A reader (pp. 131–142). Peter Lang.
- Plumwood, V. (2010). Nature in the active voice. In R. Irwin (Ed.), Climate change and philosophy: Transformational possibilities (pp. 32–47). Bloomsbury.
- Silova, I. (2020). Anticipating other worlds, animating our selves: An invitation to comparative education. ECNU Review of Education, 3(1), 138–159. https://doi.org/10.11772096531120904246
- Somerville, M. (2007). Becoming Frog: A primary school place pedagogy. Paper presented at Australian Association for Research in Education, Freemantle, Western Australia, November 26–29.
- Somerville, M. (2017). The Anthropocene’s call in educational research. In K. Malone, S. Truong, & T. Gray (Eds.), Reimagining sustainability in precarious times (pp. 17–28). Springer.
- Somerville, M., & Green, M. (2011). A pedagogy of “organized chaos”: Ecological learning in primary schools. Children, Youth & Environments, 21(1), 14–35. https://www.jstor.org/stable/10.7721/chilyoutenvi.21.1.0014
- Somerville, M., & Powell, S. (2019). Researching with children of the Anthropocene: A new paradigm? In V. Reyes, J. Charteris, A. Nye, & S. Mavropoulou (Eds.), Educational research in the age of Anthropocene (pp. 14–35). IGI-Global.
- Stengers, I. (1997). Power and invention: Situating science (theory out of bounds). University of Minnesota Press.
- Stengers, I. (2011). Comparison as a matter of concern. Common Knowledge, 17(1), 48–63. https://doi.org/10.1215/0961754X-2010-035
- Taylor, A. (2011). Reconceptualizing the “nature” of childhood. Childhood, 18(4), 420–433. https://doi.org/10.11770907568211404951
- Taylor, A. (2014). Situated and entangled childhoods: Imagining and materializing children’s common world relations. In M. N. Bloch, B. B. Swadener, & G. S. Cannella (Eds.), Reconceptualizing early childhood care and education: A reader (pp. 121–130). Peter Lang.
- Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448–1461. https://doi.org/10.1080/13504622.2017.1325452
- Taylor, A., Blaise, M., & Giugni, M. (2013). Haraway’s “bag lady story-telling”: Relocating childhood and learning within a “post-human landscape.” Discourse: Studies in the Cultural Politics of Education, 34(1), 48–62. https://doi.org/10.1080/01596306.2012.698863
- Taylor, A., & Giugni, M. (2012). Common worlds: Reconceptualising inclusion in early childhood communities. Contemporary Issues in Early Childhood, 13(2), 108–119. https://doi.org/10.2304/ciec.2012.13.2.108
- Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture, & Society, 23(4), 507–529. https://doi.org/10.1080/14681366.2015.1039050
- Taylor, A., & Pacini-Ketchabaw, V. (2017). Kids, raccoons, and roos: Awkward encounters and mixed affects. Children’s Geographies, 15(2), 131–145. https://doi.org/10.1080/14733285.2016.1199849
- Tsing, A. (2012). Unruly edges: Mushrooms as companion species: For Donna Haraway. Environmental Humanities, 1(1), 141–154. https://doi.org/10.1215/22011919-3610012