Aesthetic encounters and agency in ECEC: Materiality, intra-action, and sensitive entanglements

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2023-06-01 DOI:10.2478/jped-2023-0007

Henriette Blomgren

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引用次数: 0

Abstract

Abstract The aim of the article is to analyse aesthetic encounters in Danish early childhood and care (ECEC) centres and create knowledge of and a language for aesthetics as sensitive encounters and vibrant matters between humans and the world. The article thus challenges traditional assumptions about and understandings of aesthetics as simply impression, expression, and rather formal hands-on work (also referred to as ‘aesthetic learning processes’). The article links to fieldwork taking place in two Danish ECEC centres – a kindergarten (3–5-year-olds) and an age-integrated centre for kindergarten groups and nursery groups (0–2-year-olds). The fieldwork is framed as focused ethnography, and the methods used are written and visual field notes (video recording, photos) and interviews with artists who visited the ECEC centres and worked with the pedagogues. In the analysis process, the author revisits the empirical data and dwells on micro-moments that, in the article, are sampled into vignettes. With and through theoretical perspectives related to aesthetics as sensitive, vibrant, intra-active, and entangled encounters with materiality, new insights appear and lead to findings that highlight aesthetics as subtle and informal processes engaging materiality as a symmetric co-player alongside the artists and pedagogues and in support of children’s aesthetic agency.

查看原文本刊更多论文

ECEC中的审美遭遇与能动性:物质性、内在行为和敏感纠缠

本文的目的是分析丹麦早期儿童和护理(ECEC)中心的审美遭遇，并为人类与世界之间的敏感遭遇和充满活力的问题创造美学知识和语言。因此，本文挑战了传统的关于美学的假设和理解，即简单的印象、表达和相当正式的实践工作(也被称为“美学学习过程”)。这篇文章链接了在两个丹麦ECEC中心进行的实地考察——一个幼儿园(3 - 5岁)和一个幼儿园组和托儿所组(0 - 2岁)的年龄综合中心。实地考察被设定为重点人种志，使用的方法是书面和实地记录(录像、照片)，以及与访问ECEC中心并与教师合作的艺术家进行访谈。在分析过程中，作者重新审视了经验数据，并详述了微瞬间，在文章中，这些微瞬间被采样成小片段。通过与美学相关的理论观点，作为敏感的、充满活力的、内部活跃的、与物质性纠缠在一起的遭遇，新的见解出现了，并导致了一些发现，这些发现突出了美学作为微妙和非正式的过程，将物质性作为艺术家和教师的对称合作伙伴，并支持儿童的审美代理。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.