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Titel och upphov Decolonizing place in early childhood education
Utgivning, distribution etc. New York, NY : Routledge, 2019
Utgivningsår
DDC klassifikationskod (Dewey Decimal Classification)
SAB klassifikationskod
Fysisk beskrivning
Serietitel - ej biuppslagsform
Seriebiuppslag under titel
Anmärkning: Bibliografi etc. Includes bibliographical references and index.
Anmärkning: Innehåll Refiguring presences -- Unsettling forest encounters -- Restorying garden relations -- Geotheorizing place relations -- Living with bee death -- Inhabiting a black anthropocene.
Anmärkning: Innehållsbeskrivning, sammanfattning "The volume draws from Nxumalo's sustained engagement with early years research sites and practice in settler colonial contexts. A lively transdisciplinary dialogue is enacted through concrete examples that reconfigure children's messy entanglements with the more than human, including mountains, fallen trees, bees, worms and gardens. Chapters are anchored around new theoretical and methodological frames, such as refiguring presence, geotheorizing, and testifying-witnessing. Each frame is a call to action to meticulously destabilize the damaging logics of settler colonial anthropocentrism. While holding space for the many promises of posthumanist and more-than-human perspectives, Nxumalo confronts their limitations for resolving the persistent Western appropriation of Indigenous world making and place relations. The standout final chapter proposes an ethico-ontological framework for nuanced, contingent alliances among Black and Indigenous pedagogies that tackles questions of (de)coloniality across transits of empire"-- Provided by publisher.
Term
Annat medium Ebook version : ISBN 9780429764110
ISBN 9781138384545 1138384542 9781138384538 1138384534
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*24510$aDecolonizing place in early childhood education /$cFikile Nxumalo.
*264 1$aNew York, NY :$bRoutledge,$c2019
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*4901 $aIndigenous and decolonizing studies in education
*504 $aIncludes bibliographical references and index.
*5058 $aRefiguring presences -- Unsettling forest encounters -- Restorying garden relations -- Geotheorizing place relations -- Living with bee death -- Inhabiting a black anthropocene.
*520 $a"The volume draws from Nxumalo's sustained engagement with early years research sites and practice in settler colonial contexts. A lively transdisciplinary dialogue is enacted through concrete examples that reconfigure children's messy entanglements with the more than human, including mountains, fallen trees, bees, worms and gardens. Chapters are anchored around new theoretical and methodological frames, such as refiguring presence, geotheorizing, and testifying-witnessing. Each frame is a call to action to meticulously destabilize the damaging logics of settler colonial anthropocentrism. While holding space for the many promises of posthumanist and more-than-human perspectives, Nxumalo confronts their limitations for resolving the persistent Western appropriation of Indigenous world making and place relations. The standout final chapter proposes an ethico-ontological framework for nuanced, contingent alliances among Black and Indigenous pedagogies that tackles questions of (de)coloniality across transits of empire"--$cProvided by publisher.
*650 0$aCulturally relevant pedagogy.
*650 0$aNature$xStudy and teaching (Early childhood)
*650 0$aEarly childhood education$xSocial aspects.
*650 0$aDecolonization $xStudy and teaching (Early childhood)
*650 7$aCulturally relevant pedagogy.$2fast
*650 7$aEarly childhood education$xSocial aspects.$2fast
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*830 0$aIndigenous and decolonizing studies in education
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This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author's multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.