| 000 | 01640nab a22001817a 4500 | ||
|---|---|---|---|
| 001 | 1969 | ||
| 003 | BCACCS | ||
| 005 | 20161130110125.0 | ||
| 008 | 100412s2016 | 000 0 eng d | ||
| 040 | _aBCACCS | ||
| 100 | 1 |
_aNxumalo, Fikile _9413 |
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| 245 | 1 | 0 |
_aTowards ‘refiguring presences’ as an anti-colonial orientation to research in early childhood studies _cFikile Nxumalo _h[citation] / |
| 260 | _c2016 | ||
| 520 | 3 | _aIn this paper, I craft a methodological orientation for attending to the intricacies of everyday place encounters in early childhood settings with particular attention to settler colonialism and more-than-human entanglements. Drawing from my work with children and educators in childcare settings located in what is now British Columbia, Canada, I use refiguring presences to describe this research methodology, and its particular attention to unsettling everyday place relations in early childhood pedagogies within the context of settler colonialism. I situate refiguring presences in everyday material-discursive impacts in an effort to open up the potentialities and boundaries of political engagement in early childhood studies. I experiment with refiguring presences in relation to what I see as its most important elements. These elements include attending to colonialisms in everyday encounters, restorying contested places, foregrounding more-than-human relationalities and (dis)entangling researcher subjectivities. | |
| 650 | 0 |
_aEarly childhood education _xResearch _93537 |
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| 773 | 0 |
_tInternational Journal of Qualitative Studies in Education _gVol. 29, no. 5 (2016), p. 640-654 |
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| 942 |
_2z _cARTICLE |
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| 999 |
_c1696 _d1696 |
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