Rose-Anne Reynolds
Biographic Data
| ID | 4425827 |
|---|---|
| NAME | Rose-Anne Reynolds |
| GIVEN NAMES | Rose-Anne |
| FAMILY NAME | Reynolds |
| SIGNATURE | REYNOLDS R |
| AFFILIATIONS | University of Cape Town |
| ORCID | 0000-0002-0775-3318 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Re-storying schools as “research sites” of climate change in the Chthulucene
Inspired by Karen Barad’s agential realism and Donna Haraway’s use of the Chthulucene, our paper profoundly troubles and unsettles the humanist subject that has been the cause of so much trouble. Re-turning to a government primary school in Cape Town as the “research site,” we adopt temporal and spatial diffraction as a postqualitative research methodology. The colonial practices related to land ownership, are not in the past, but remain in its b…
These are our stories
This paper explores children’s encounters with migration in global contexts through storytelling. Children from two primary schools in Manchester, UK and Cape Town, South Africa, developed stories of self through object elicitation, poetry and self-made artefacts. The children had either directly or indirectly experienced migration across borders. We combined objects that were brought from home, drawings and annotations in exploring the significa…
Re-membering the lands of schooling
What if children remade the world? What would adults have to give up, make room for, no longer silence or erase to allow this world to be remade? In this paper I propose that thinking with, in and through the land of schooling is one way to account for the violences that adult humans have inflicted on the earth and specifically the lands of schooling. Working with an embodied re-membering of the past, which entails rejecting colonialist practices…
Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene
In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within…
Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene
In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within…
Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene
In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within…
Re-storying schools as “research sites” of climate change in the Chthulucene
Inspired by Karen Barad’s agential realism and Donna Haraway’s use of the Chthulucene, our paper profoundly troubles and unsettles the humanist subject that has been the cause of so much trouble. Re-turning to a government primary school in Cape Town as the “research site,” we adopt temporal and spatial diffraction as a postqualitative research methodology. The colonial practices related to land ownership, are not in the past, but remain in its b…
These are our stories
This paper explores children’s encounters with migration in global contexts through storytelling. Children from two primary schools in Manchester, UK and Cape Town, South Africa, developed stories of self through object elicitation, poetry and self-made artefacts. The children had either directly or indirectly experienced migration across borders. We combined objects that were brought from home, drawings and annotations in exploring the significa…
Re-membering the lands of schooling
What if children remade the world? What would adults have to give up, make room for, no longer silence or erase to allow this world to be remade? In this paper I propose that thinking with, in and through the land of schooling is one way to account for the violences that adult humans have inflicted on the earth and specifically the lands of schooling. Working with an embodied re-membering of the past, which entails rejecting colonialist practices…
Sociology (4 works) · Children's Rights and Participation (3 works) · Posthumanist Ethics and Activism (3 works) · Environmental ethics (2 works) · Epistemology (2 works) · Gender Studies (2 works) · Pedagogy (2 works) · Anthropocene (1 work) · Archaeology (1 work) · Art (1 work)