Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene

Posthuman Child and the Family (Tree)

Bibliographic Data

ID8124277
AuthorsKarin Murris (0000-0001-9613-7738, corresponding author), Rose-Anne Reynolds (0000-0002-0775-3318), Joanne Peers
Year2018
Volume43
Issue1
Pages15-29
Publication date2018-06-08
Open AccessYes
TypeARTICLE
VenueJournal of Childhood Studies (JOURNAL)
Journal identifiersISSN: 2371-4107 • E-ISSN: 2371-4115
PublisherUniversity of Victoria Libraries (PUBLISHER)
DOI10.18357/jcs.v43i1.18262
OpenAlexW2889916743
LanguageEN
Citations received10
References cited2

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 current environmental precarities. We show how we stirred up trouble in and outside our university classroom and provoked our students to “make kin” with children, each other, other animals, and the more-than-human, but also to stay with the trouble, that is, to learn to be truly present in colonized spaces

Anthropocene · Environmental ethics · Epistemology · Pedagogy · Posthuman · Posthumanism · Sociology · Subjectivity · Digital Education and Society · Earth Systems and Cosmic Evolution · Posthumanist Ethics and Activism · Philosophy

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