Children and Materialities The Force of the More-than-human in Children’s Classroom Lives

This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances. It argues that long-term engagement with children around the topic of meaning-matter relations upends many taken-for-granted notions of consu...

Full description

Bibliographic Details
Main Author: Myers, Casey Y.
Format: eBook
Language:English
Published: Singapore Springer Nature Singapore 2019, 2019
Edition:1st ed. 2019
Series:Children: Global Posthumanist Perspectives and Materialist Theories
Subjects:
Online Access:
Collection: Springer eBooks 2005- - Collection details see MPG.ReNa
LEADER 02498nmm a2200325 u 4500
001 EB001869179
003 EBX01000000000000001032553
005 00000000000000.0
007 cr|||||||||||||||||||||
008 190716 ||| eng
020 |a 9789811381683 
100 1 |a Myers, Casey Y. 
245 0 0 |a Children and Materialities  |h Elektronische Ressource  |b The Force of the More-than-human in Children’s Classroom Lives  |c by Casey Y. Myers 
250 |a 1st ed. 2019 
260 |a Singapore  |b Springer Nature Singapore  |c 2019, 2019 
300 |a XII, 245 p. 100 illus., 80 illus. in color  |b online resource 
505 0 |a Introduction -- Prologue: Contradictions -- The Kindergarten Book -- Contributors -- Assembling -- Entering -- 5 Cartographies -- Afterword -- Afterword: Potentialities 
653 |a Research Methods in Education 
653 |a Education—Philosophy 
653 |a Early Childhood Education 
653 |a Education—Research 
653 |a Educational Philosophy 
653 |a School Psychology 
653 |a Early childhood education 
041 0 7 |a eng  |2 ISO 639-2 
989 |b Springer  |a Springer eBooks 2005- 
490 0 |a Children: Global Posthumanist Perspectives and Materialist Theories 
856 4 0 |u https://doi.org/10.1007/978-981-13-8168-3?nosfx=y  |x Verlag  |3 Volltext 
082 0 |a 372.21 
520 |a This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances. It argues that long-term engagement with children around the topic of meaning-matter relations upends many taken-for-granted notions of consumption, self-regulation, knowledge production, and what constitutes quality of life within a school setting. The book provides complex accounts of agency on multiple scales - the capability of children to shape and share research, the force of objects, stuff, and things to impact the "social" workings of a classroom, and the impact of nonhuman animals on the trajectory of the ways in which children relate to each other. This work makes a significant contribution to both theoretical conceptions and practical enactments of childhoods, productively addressing the many contradictions inherent in a posthuman and participatory approach to researching with young children. It also offers insights into how the everyday materialities of children’s classrooms (and their complex representations) are capable of disrupting the common-sense order of things