Mapping a collaborative cartography of the encounters between the neurosciences and early childhood education practices

Bibliographic Data

ID2926346
AuthorsLena Aronsson (0000-0003-3688-4357, Stockholm University, corresponding author), Hillevi Lenz Taguchi (0000-0003-0392-2345, Stockholm University)
Year2018
Volume39
Issue2
Pages242-257
Publication date2018-03-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2017.1396732
OpenAlexW2766464304
LanguageEN
Citations received11
References cited29

This paper takes its starting point in a shared problem of concern, formulated in terms of what might be produced – or not – as effects of encounters between neuroscientific research and preschool practices. The aim is to show what emerged in collaborative encounters, in what is theorized and practised as Deleuzo–Guattarian-inspired cartography mapping exercises. During regularly scheduled staff ‘reflection meetings’, an invited doctoral student enacted, participated, and documented these encounters with preschool staff at three preschools in the same area outside Stockholm, Sweden. Two major lines of articulation, converging around a core problem, were collaboratively constructed and put on this ‘map’. These were then actively put to play to be disrupted and deterritorialized, making ways for new diverging lines and potential reconfigured forms of literacy practices

Early childhood education · Literacy · Pedagogy · Political science · Sociology · Child Development and Digital Technology · Computer Science · Early Childhood Education and Development · Neuroscience, Education and Cognitive Function · Psychology

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