Children and the Ethics of Creativity
Rhythmic Affectensities in Early Childhood Education
This book presents a critical reimagining of education and educational research in addressing practices of representation
and their relation to epistemology, subjectivity and ontology in the context of early childhood education. Les mer
- Vår pris
- 1519,-
(Innbundet)
Fri frakt!
Leveringstid: Sendes innen 21 dager
På grunn av Brexit-tilpasninger og tiltak for å begrense covid-19 kan det dessverre oppstå forsinket levering.
Innbundet
Legg i
Innbundet
Legg i
Vår pris:
1519,-
(Innbundet)
Fri frakt!
Leveringstid: Sendes innen 21 dager
På grunn av Brexit-tilpasninger og tiltak for å begrense covid-19 kan det dessverre oppstå forsinket levering.
This book presents a critical reimagining of education and educational research in addressing practices of representation
and their relation to epistemology, subjectivity and ontology in the context of early childhood education. Drawing on posthumanist
perspectives and the immanent materialism of Deleuze & Guattari to conceive of early childhood education, childhood and indeed,
adult life, in new ways, it highlights the powerful role of language in subjectivity and ontology, and introduces affectensity
as a concept which can be put to work to undo habitual relations and meanings. It proposes that ethical becomings require
the engagement of an expansion and intensification of a body's affect or capacity, and offers readers a provocation for enhancing
creative capacity as an ethic. This book is an important contribution to the discussions on methods for living and of ways
of thinking commensurate with the orientation of a posthuman turn.
1 Starting Stratified: The Highchair.- 2 Framing the Creativity of Chaos.- 3 Relations in/between Content and Expression:
Moving beyond "This is a cow and a cow says moo".- 4 Mapping Expression as the Monstrosity of an Earthquake Meets Doing-Curriculum.-
5 Assembling Thought: Experiments in Juxtaposition.- 6 How Creative is Subjectification? Capturing Contingency in the Subject.-
7 Working the In-betweens of Material Expression.- 8 Repetition, Refrain, Creativity.- 9 The Affect of Language: Order-in(g)
the Child's World of Bees.- 10 Making Creative Sense of Chaos.- 11 Concluding Rhythms: To Dance.
Victoria Hargraves is a researcher, mother, and teacher living in Tasmania with her husband and two children. She has a long
career in teaching, both in the UK and in New Zealand, at primary and early childhood levels, within the state sector and
in commercial and not-for-profit organisations. She has held several leadership roles, where she found important principles
for working with children, such as empowerment, self-determination, self-belief and encouragement, to be just as relevant
for teachers. Inspired by a study tour to Reggio Emilia, she became fascinated by the potentially limitless creativity of
children's thinking about the world, and convinced of a strong impulse for conforming, narrowing and dismissing of children's
ideas which occurs as a result of an attempted socialization into the logical adult world of classification, categorization
and knowledge. Stumbling through the first years of a PhD, it was not until she read Deleuze and Guattari's notion of the
rhizome that she began to make sense of a process for accessing wide potentialities inherent in matter but disguised by logic
and classification. She puzzled (and continues to puzzle) over these ideas as, post-PhD, she researches aspects of early childhood
education for dissemination online, while home-schooling her children and wondering how to enact a Deleuzian sensibility for
the education of her children, and the life she shares with her children and a multitude of non-human others, including animals,
birds, trees, river, wind and sun. She lives and learns as she opens herself up to a life living in concert with child, nature
and the material world, and tries to succumb to their influence in a mutual determination of how events unfold in this place
we find ourselves.