When matter in the classroom matters (Record no. 1374)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02272nab a22002177a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 3657 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20150728084337.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100223s2014 bcc s 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kummen, Kathleen |
| Affiliation | Capilano University |
| 9 (RLIN) | 1038 |
| 245 10 - TITLE STATEMENT | |
| Title | When matter in the classroom matters |
| Medium | [electronic resource] : |
| Remainder of title | encounters with race in pedagogical conversations / |
| Statement of responsibility, etc. | Kathleen Kummen |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2014 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (p. 808-825) : |
| Other physical details | digital file, PDF. |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | This article considers how mattering and meaning are mutually constituted in the production of knowledge (Barad, 2007). Drawing on a research project with first year early childhood education (ECE) students in a university setting, I argue that material-feminism, as understood through the work of Barad (2007, 2008), offers a lens through which pedagogical practices can be re-conceptualized as more than anthropocentric endeavours. The research project explores the processes that occurred when a group of ECE students and I engaged with and in pedagogical narrations over one academic term as we attempted to make visible and disrupt the hegemonic images we held of both children and childhood. In the doing of pedagogical narrations, artefacts were produced that were not merely representations of our collaborative thinking. Rather, the artefacts that emerged-in between the material, the discursive and the participants, were themselves agentic; they invited us to shift our gaze and our conversation, and thereby new meanings and realities were produced. I provide one example that discusses how the presence of the artefacts invited “race” into a conversation of childhood in a way that reverberated in our thinking, feeling, and being. The article concludes by considering the pedagogical implications for learning, for both children and those learning to work with children, when matter comes to matter in the classroom. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | First Nations |
| General subdivision | Education. |
| 9 (RLIN) | 47 |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | First Nations |
| Geographic subdivision | Canada |
| General subdivision | Education. |
| 9 (RLIN) | 1039 |
| 773 ## - HOST ITEM ENTRY | |
| Related parts | Vol. 5, no. 4.2 (2014) p. 808-825 |
| Title | International Journal of Child, Youth and Family Studies |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://journals.uvic.ca/index.php/ijcyfs/article/view/13390/4270 |
| Public note | Full text |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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