Anna R Moxnes
Biographic Data
| ID | 161675 |
|---|---|
| NAME | Anna R Moxnes |
| GIVEN NAMES | Anna R |
| FAMILY NAME | Moxnes |
| SIGNATURE | MOXNES A R |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0003-0861-7286 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Touch
Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a…
String figuring toy pedagogy in kindergartens through sticky photos
In this article, we introduce a relational approach to toy pedagogy. A narrative and three photographs from field studies in kindergartens function as sticky knots. By following Haraway and her philosophical explorations of string figures, we discuss the stickiness of the photos and how they contribute to understanding a concept like toy pedagogy. By interrupting the traditional understanding of toys in pedagogical practice, we suggest that toy p…
Children’s play as a minor force toward ‘Away-from-here’ in early childhood education and care environments
Teaching on the floor
Fugitive Futures and Knowledge Brokering
This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any…
Thinking time
Toddlers contribute to early childhood education and care (ECEC) environments in unique ways in contrast to older children and adults. In this article, we explore early childhood teachers’ stories about toddlers, thinking, and time. We follow a moment with a toddler’s story told with his fingers, and discuss it through teachers’ stories. Our focus is on what ideas about toddlers, time, and thinking these stories produce, and how these ideas affec…
Making “Cuts” with a Holstein Cow in Early Childhood Education and Care
This article explores children’s play with representations of animals, specifically the Holstein cow, as noninnocent care practices in the context of early childhood education and care environments. We use Barad’s relational ontology and Chaudhuri’s concept of zooësis to activate a temporal diffractive analysis of memory stories about children’s play with cows in ECEC read through facts from past, present, and future livestock-rearing practices. …
Conferencing Otherwise
This article attempts to reconfigure hegemonic framings of 'the academic conference' and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if and what else. This 'what if' and 'what else' thinking has manifested in ex…
Feeling Medusa
This article explores a series of tentacular troublings inspired by Donna Haraway's (2016) concept of String Figuring (SF). We consider these troublings as relational entanglements which produce perturbations of our gender, positioning, recognition, and respectability as feminist academics in Higher Education. We activate tentacular troublings as a refrain for contemplating differences/ings in our academic lives and as a critique of contemporary …
Conferencing Otherwise
This article attempts to reconfigure hegemonic framings of 'the academic conference' and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if and what else. This 'what if' and 'what else' thinking has manifested in ex…
Feeling Medusa
This article explores a series of tentacular troublings inspired by Donna Haraway's (2016) concept of String Figuring (SF). We consider these troublings as relational entanglements which produce perturbations of our gender, positioning, recognition, and respectability as feminist academics in Higher Education. We activate tentacular troublings as a refrain for contemplating differences/ings in our academic lives and as a critique of contemporary …
Feeling Medusa
This article explores a series of tentacular troublings inspired by Donna Haraway's (2016) concept of String Figuring (SF). We consider these troublings as relational entanglements which produce perturbations of our gender, positioning, recognition, and respectability as feminist academics in Higher Education. We activate tentacular troublings as a refrain for contemplating differences/ings in our academic lives and as a critique of contemporary …
Making “Cuts” with a Holstein Cow in Early Childhood Education and Care
This article explores children’s play with representations of animals, specifically the Holstein cow, as noninnocent care practices in the context of early childhood education and care environments. We use Barad’s relational ontology and Chaudhuri’s concept of zooësis to activate a temporal diffractive analysis of memory stories about children’s play with cows in ECEC read through facts from past, present, and future livestock-rearing practices. …
Conferencing Otherwise
This article attempts to reconfigure hegemonic framings of 'the academic conference' and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if and what else. This 'what if' and 'what else' thinking has manifested in ex…
Fugitive Futures and Knowledge Brokering
This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any…
Thinking time
Toddlers contribute to early childhood education and care (ECEC) environments in unique ways in contrast to older children and adults. In this article, we explore early childhood teachers’ stories about toddlers, thinking, and time. We follow a moment with a toddler’s story told with his fingers, and discuss it through teachers’ stories. Our focus is on what ideas about toddlers, time, and thinking these stories produce, and how these ideas affec…
String figuring toy pedagogy in kindergartens through sticky photos
In this article, we introduce a relational approach to toy pedagogy. A narrative and three photographs from field studies in kindergartens function as sticky knots. By following Haraway and her philosophical explorations of string figures, we discuss the stickiness of the photos and how they contribute to understanding a concept like toy pedagogy. By interrupting the traditional understanding of toys in pedagogical practice, we suggest that toy p…
Children’s play as a minor force toward ‘Away-from-here’ in early childhood education and care environments
Teaching on the floor
Touch
Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a…
Pedagogy (6 works) · Sociology (6 works) · Children's Rights and Participation (5 works) · Posthumanist Ethics and Activism (5 works) · Psychology (5 works) · Developmental psychology (4 works) · Early childhood (3 works) · Early childhood education (3 works) · Epistemology (3 works) · Political science (3 works)