Children and the Power of Stories Posthuman and Autoethnographic Perspectives in Early Childhood Education

This book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolonialize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing di...

Full description

Bibliographic Details
Other Authors: Blyth, Carmen (Editor), Aslanian, Teresa K. (Editor)
Format: eBook
Language:English
Published: Singapore Springer Nature Singapore 2022, 2022
Edition:1st ed. 2022
Series:Children: Global Posthumanist Perspectives and Materialist Theories
Subjects:
Online Access:
Collection: Springer eBooks 2005- - Collection details see MPG.ReNa
LEADER 03333nmm a2200337 u 4500
001 EB002013868
003 EBX01000000000000001176767
005 00000000000000.0
007 cr|||||||||||||||||||||
008 220411 ||| eng
020 |a 9789811692871 
100 1 |a Blyth, Carmen  |e [editor] 
245 0 0 |a Children and the Power of Stories  |h Elektronische Ressource  |b Posthuman and Autoethnographic Perspectives in Early Childhood Education  |c edited by Carmen Blyth, Teresa K. Aslanian 
250 |a 1st ed. 2022 
260 |a Singapore  |b Springer Nature Singapore  |c 2022, 2022 
300 |a XXII, 151 p. 6 illus., 5 illus. in color  |b online resource 
505 0 |a Preface -- Storytelling the Multiple Self: Posthuman Autoethnography as Critical Praxis -- Storying into Resistance: The Use of Purposeful Placement Stories -- The Green Foam Ring and the Sleeping Girl Who Wasn’t Tired: A Posthuman Story of Care -- Storying Observations of a Cardboard-book through Sticky Micro-moments, Bag‒Lady‒Carrier‒Bag Practices and Memory Stories -- From Multispecies Tangles and Anthropocene Muddles: What can Lichen Teach Us About Precarity and Indeterminacy in Early Childhood? -- Storyplay Time at School: Neoliberal and Neocolonial Assemblages in Early Childhood Education -- Storying Other th/an/d Neoliberal Criticism‒‘Cause I have a Hunch of Something Being Wrong Here -- Nick-storying and the Body's Immersion and Participating in the World: Forming Aggregates for Early Childhood Education -- Stories, Places: Storied Place and Placed Story -- An Ethics of Flourishing: Storying Our Way Around the Power/Potential Nexus in Early Childhood Education and Care -- Afterword -- Index 
653 |a Research Methods in Education 
653 |a Early Childhood Education 
653 |a Educational Philosophy 
653 |a Education / Philosophy 
653 |a Early childhood education 
653 |a Education / Research 
700 1 |a Aslanian, Teresa K.  |e [editor] 
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 
028 5 0 |a 10.1007/978-981-16-9287-1 
856 4 0 |u https://doi.org/10.1007/978-981-16-9287-1?nosfx=y  |x Verlag  |3 Volltext 
082 0 |a 372.21 
520 |a This book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolonialize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing differently: a way of decolonializing current discourses of early childhood education within educational institutions. The book uses research and practice in ECE to act as a canvas, a context with which to explore how autoethnography can become other when viewed through a posthumanist lens. As a consequence the chapters and stories within allow for an interplay between the posthumanist and the autoethnographic, an interplay that allows for a very specific type of meaning to emerge; a meaning that traffics in numerous and disruptive possibilities rather than settled certainties. In so doing, authors rethink and perturb the notion of child-centered approaches to knowing, be(com)ing, anddoing within the Early Childhood Education