Carmen Blyth – författare
948 kr
Skickas inom 10-15 vardagar
1 223 kr
Läs direkt efter köp
948 kr
Skickas inom 10-15 vardagar
1 575 kr
Skickas inom 10-15 vardagar
1 992 kr
Läs direkt efter köp
This book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolon(ial)ize 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 decolon(ial)izing 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 toknowing, be(com)ing, and doing within the Early Childhood Education context.
1 575 kr
Skickas inom 10-15 vardagar
530 kr
Skickas inom 5-8 vardagar
678 kr
Läs direkt efter köp
This book explores how stories can be used as ‘data’ that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something ''other''. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go ‘beyond cause and effect’.
This book looks to engage with storying and storytelling as inquiry in non-Western ‘worlds’, and looks to make ‘storying’, ‘restor(y)ing’, and ‘stories’ written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at ‘truth’ as situated rather than as totality, localrather than global, with stories used to problematize subject/object positionings within those same stories.