Bear-child stories in late liberal colonialist spaces of childnood [electronic resource]
Material type:
ArticlePublication details: 2014Description: 1 online resourceSubject(s): Children and the environment | Early childhood education -- Research -- British ColumbiaOnline resources: Full text
In:
Canadian Children Vol. 39, no. 1 (Winter 2014), pp. 25-53Abstract: The article examines the entangled constitution of the child-bear figure through the analytics of late liberal colonial investments. It maps three frictional child-bear encounters, both imaginary and real, in the context of early childhood classrooms: bears as unwelcome and (yet) original inhabitants that pose a threat to human safety, bears as endangered victims in need of human protection, and bears as cuddly and cute creatures in children’s literature. Specifically, we explore bear-child entanglements in early childhood classrooms in British Columbia by grappling with the complexities and tensions that emerge in late liberal colonized and colonialist spaces where bears and human children “meet.”
The article examines the entangled constitution of the child-bear figure through the analytics of late liberal colonial investments. It maps three frictional child-bear encounters, both imaginary and real, in the context of early childhood classrooms: bears as unwelcome and (yet) original inhabitants that pose a threat to human safety, bears as endangered victims in need of human protection, and bears as cuddly and cute creatures in children’s literature. Specifically, we explore bear-child entanglements in early childhood classrooms in British Columbia by grappling with the complexities and tensions that emerge in late liberal colonized and colonialist spaces where bears and human children “meet.”
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