Reconceptualizing early childhood education
Cartographic relational stories
Bibliographic Data
| ID | 13005691 |
|---|---|
| Authors | Fikile Nxumalo (0000-0003-2039-9146, University of Toronto, corresponding author), J Peers (0000-0002-1784-0191, Centre for Higher Education Trust) |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Pages | 306-317 |
| Publication date | 2024-08-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/20436106241267834 |
| OpenAlex | W4401344039 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
In this article, we enact a partial cartographic storying of reconceptualist turns in our work. We do this by situating ourselves in relation to each other and our work across time as a mode of tracing the (situated) possibilities that these turns have enacted for children-in-relation with worlds. In enacting this dialogic and cartographic storying, we collaborate in a way that is inspired by Black methodologies. This means that we intentionally think with liberatory possibilities in our work in early childhood education research and practice across modalities, disciplines, temporalities and geographies. Importantly, like Black methodologies this co-theorizing is also ontological; it is inseparable from our own relational becomings. Following an anticolonial ethos, we are interested in the liberatory potentials of our work, at multiple scales and in different but specific places. We attempt to enact the difficult task of (re)storying our childhood education research and practice in ways that pay attention to the interconnected presences and effects of white supremacy, human supremacy and colonialism, while simultaneously refusing to reinscribe a flattened damage-centred understanding of children, educators and their relational worlds
Aesthetics · Affordance · Art · Deleuze and Guattari · Dialogic · Early childhood education · Epistemology · Ethos · Modalities · Pedagogy · Political science · Relation (database · Situated · Social science · Sociology · Temporalities · Children's Rights and Participation · Critical Race Theory in Education · Early Childhood Education and Development · Psychology
How Europe underdeveloped Africa
The Nutmeg's Curse
In the Wake
Creating Openings for Co-Theorizing
Disrupting Anti-Blackness in Early Childhood Qualitative Inquiry
Place-based disruptions of humanism, coloniality and anti-blackness in early childhood education
Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
Dear April
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |