Journal of Childhood Studies最新文献

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“Watch Out for Their Home!”: Disrupting Extractive Forest Pedagogies in Early Childhood Education “小心他们的家!”:破坏幼儿教育中的采伐森林教学法
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-16 DOI: 10.18357/jcs202219894
Nancy Van Groll, H. Fraser
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引用次数: 0
Childhood, Futurity, and Settler Time 童年、未来与定居时代
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-16 DOI: 10.18357/jcs202219927
Bridget Stirling
{"title":"Childhood, Futurity, and Settler Time","authors":"Bridget Stirling","doi":"10.18357/jcs202219927","DOIUrl":"https://doi.org/10.18357/jcs202219927","url":null,"abstract":"Settler childhood’s futurity is grounded in settler time: the colonial temporal structures of settlers that view time as strictly delineated, in opposition to Indigenous temporal heterogeneity—the coexistence of a multiplicity of temporalities. Mark Rifkin describes this temporal heterogeneity as having the power to unsettle settler frames of reference. In response to Adam Gaudry’s call for settlers to engage in insurgent research by engaging with Indigenous research and worldviews while focusing on settler problems, turning to the tension of settler time with Indigenous temporal sovereignty alongside Barbara Adam’s conception of temporal care relations offers a way to unsettle settler childhoods. Bringing together two ways of rethinking temporality through Dwayne Donald’s conception of ethical relationality enables a critique of colonialism without seeking to take up Indigenous childhoods to fill the broken spaces in settlers’ own. This effort reflects Alexis Shotwell’s warning to attendees of the Common Worlds colloquium Responding to Ecological Challenges with/in Contemporary Childhoods: An Interdisciplinary Colloquium on Climate Pedagogies to be attentive to epistemic extractivism and the problem of settlers seeking to resolve the damage of colonialism through seeking to behave as if they are Indigenous. Instead, I propose a way forward in which children are reentangled in both common worlds and common fates.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42408800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Plastics, Birds, and Humans: Awakening and Quickening Ecological Minds in Young Children and Their Teachers 塑料、鸟类和人类:唤醒和加快幼儿及其教师的生态意识
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-16 DOI: 10.18357/jcs202219641
W. Parnell, Julianne Cullen, M. Domingues
{"title":"Plastics, Birds, and Humans: Awakening and Quickening Ecological Minds in Young Children and Their Teachers","authors":"W. Parnell, Julianne Cullen, M. Domingues","doi":"10.18357/jcs202219641","DOIUrl":"https://doi.org/10.18357/jcs202219641","url":null,"abstract":"Working with educators, artists, young children, and materials to make meaning with place affected by human environmental impacts, this study zooms in on a documentary of dying birds who’ve swallowed plastics. The birds’ habitat is an eye-opening 2,000 miles from the nearest continent and is infested with trash and plastic. The birds ingest many shiny plastic bits and slowly die. This research paper focuses in on experiences of sharing this documentary with teacher educators at an international conference, then educators in our own context, and then with early childhood artists working in reuse materials. The research captures a series of dialogues and materials interactions at each of the three gatherings about possible ways to research with young children on daunting ecological issues in perilously turbulent times.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47070395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Speculative Child Figures at the End of the (White) World (白人)世界尽头的推测性儿童形象
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-16 DOI: 10.18357/jcs202219896
E. Ashton
{"title":"Speculative Child Figures at the End of the (White) World","authors":"E. Ashton","doi":"10.18357/jcs202219896","DOIUrl":"https://doi.org/10.18357/jcs202219896","url":null,"abstract":"The child-future join is pervasive in childhood studies and popular culture. Instead of disavowing the relation, I consider what might be generated if we “stay with the trouble” of its cocomposition in the making of worlds. To do so, I turn to a zombie child named Melanie from The Girl with All the Gifts to grapple with how the end of the world might not be a cause for mourning, how fiery landscapes can allow for species regeneration, and how viruses might incite counternarratives of community amid contagion.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46063590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Keepers of the Night Stories 夜故事的守护者
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-15 DOI: 10.18357/jcs202219648
Janna Goebel
{"title":"Keepers of the Night Stories","authors":"Janna Goebel","doi":"10.18357/jcs202219648","DOIUrl":"https://doi.org/10.18357/jcs202219648","url":null,"abstract":"This paper, which I presented at the Responding to Ecological Challenges with/in Contemporary Childhoods Colloquium in January 2020, is an extension of my dissertation research with children and the more-than-human world in Brazil. Drawing on Donna Haraway’s work and inspired by Karen Barad’s framing of diffraction, I take an ecofeminist, common worlds approach to my study of how children learn through becoming-with more-than-human worlds. You are invited to join in our stories and become-with us as, together, we follow provocations in different directions across time and space and speculate “and ifs.” \u0000 ","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45260823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Entangle, Entangled, Entanglements: Reimagining a Child and Youth Engagement Model Using a Common Worlds Approach 纠缠,纠缠,纠缠:用共同世界的方法重塑儿童和青少年的参与模式
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-15 DOI: 10.18357/jcs202219640
V. Caputo
{"title":"Entangle, Entangled, Entanglements: Reimagining a Child and Youth Engagement Model Using a Common Worlds Approach","authors":"V. Caputo","doi":"10.18357/jcs202219640","DOIUrl":"https://doi.org/10.18357/jcs202219640","url":null,"abstract":"This paper responds to the call to explore pedagogical relations and dialogues in considering how to create climate pedagogies that are responsive, dynamic, and transformative in thinking about human and nonhuman relations. Using the lens of entanglement, the paper attempts to bring into dialogue children’s rights and more-than-human ways of thinking to understand what, if any, commonalities lie in these two projects and whether and how a rights-respecting approach can be productively reconfigured in envisaging a dynamic climate pedagogy. It considers several tensions that arise from this entangled dialogue to probe both the overlaps and points of incommensurability in the two approaches. This includes viewing asymmetrical power and logics of coloniality that assert themselves through rights discourses and rights-based techniques based in an Anglo-Eurocentric worldview that narrowly defines who is included in the “human” of human rights. To illustrate these entanglements, the paper draws on a child/youth-led and child/youth-driven participatory model called Shaking the Movers (STM) created in 2007 by the Landon Pearson Centre and used with youth as well as with children in early childhood and other settings across Canada each year. The model aims to enable children’s civil and political rights. Shaking the Movers was used as the framework for a workshop held in Williams Lake, British Columbia in 2017. The workshop serves as a case study in this paper to illustrate some of the entanglements that arise in practice when considering rights-respecting and more-than-human approaches. The analysis draws on scholarship from several disciplinary locations, including Stuart Aitken’s critical childhood concept of the post-child, Veronica Pacini-Ketchabaw and Affrica Taylor’s notion of agency as not exclusively human and conceived as collective rather than an outcome of individual intent, and Shenila Khoja-Moolji’s analysis of an ethic of interdependency and alliance when understanding human rights in context. Each of these perspectives informs a contemplation of how to reconfigure the Shaking the Movers model amplify its strengths. The paper concludes with thoughts on the ways entanglements create a productive space both for bringing together a more-than-human and rights-respecting approach to attend to actions emanating from the margins and for invigorating and understanding how to meaningfully engage children located in interconnected and interdependent worlds.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds 漏洞、缺口和缺口:在复杂的共同世界中制作集体气候教学法
IF 0.9
Journal of Childhood Studies Pub Date : 2022-06-15 DOI: 10.18357/jcs202220799
Nicole Land, Lisa-Marie Gagliardi, Meagan Montpetit
{"title":"Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds","authors":"Nicole Land, Lisa-Marie Gagliardi, Meagan Montpetit","doi":"10.18357/jcs202220799","DOIUrl":"https://doi.org/10.18357/jcs202220799","url":null,"abstract":"Holes, the concept that holds together this special issue of the Journal of Childhood Studies , may seem a strange choice as a metaphor for a collective project like this, yet holes poke through each article we share in “Responding to Ecological Challenges with/in Contemporary Childhoods.” In this editorial we ask what centering holes, gaps, and openings might make possible for reinvigorating the relations of the interdisciplinary colloquium on climate pedagogies that sparked, and shares its name with, this special issue. Held in February 2020, the colloquium took place on the lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Attawandaron peoples, at Western University. This special issue picks up strands of thinking shared at the event and asks: How might we, more than two years later—two viral, extraordinary years—reenter the colloquium’s openings and explore its gaps and holes? We see holes as endemic to climate realities: We dig literal holes, large and small, into the ground while the profound erasures and egotism of anthropocentrism pretend not to notice the holes increasingly needled into the Euro-Western fallacy of its impenetrable skeleton. Concurrently, we see holes as a practice of hope—a mark worth tending to and ready to be cared for as a way of immersing ourselves into the mess and vitality of our contemporary worlds. As we worked on this special issue, we met many holes: COVID-shaped holes in our timelines, holes in our memories, and increasingly urgent holes in our own scholarship as we imagined how we might respond well to our ever changing common worlds. Before visiting with each article and its hole-making, we propose three manifestations of holes that poke through the articles: holes as fragile reading practices, puncturing holes in the human, and thinking holes with climate pedagogies. We invite readers to experiment with these holes. Within","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43262589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Flourishing Together Like a Troupe of Dancers in the Early Childhood Art Space 在儿童早期的艺术空间里,像一群舞者一样蓬勃发展
IF 0.9
Journal of Childhood Studies Pub Date : 2022-04-09 DOI: 10.18357/jcs202220248
Kwangsook Chung
{"title":"Flourishing Together Like a Troupe of Dancers in the Early Childhood Art Space","authors":"Kwangsook Chung","doi":"10.18357/jcs202220248","DOIUrl":"https://doi.org/10.18357/jcs202220248","url":null,"abstract":"This article describes drawing events with a group of toddlers and an educator that I observed during my master’s research study. The article demonstrates how their artmaking space became a pedagogical third site in which the children, educators, and materials flourished together. First, I discuss how posthuman and new materialist perspectives in early childhood education invite consideration of how humans and more-than-humans coconstruct their experiences of mutual teaching and learning. Then, discussing some of the findings from this study, I illustrate how the art space might become a meeting place where children, educators, and materials live together. Finally, I suggest some areas for future research.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Memories of a Girl Between Worlds: Speculative Common Worldings 一个女孩在世界之间的记忆:思辨的共同世界
IF 0.9
Journal of Childhood Studies Pub Date : 2022-04-09 DOI: 10.18357/jcs202219957
Esther Pretti, Jieyu Jiang, A. Nielsen, Janna Goebel, Iveta Silova
{"title":"Memories of a Girl Between Worlds: Speculative Common Worldings","authors":"Esther Pretti, Jieyu Jiang, A. Nielsen, Janna Goebel, Iveta Silova","doi":"10.18357/jcs202219957","DOIUrl":"https://doi.org/10.18357/jcs202219957","url":null,"abstract":"This article combines collective biography, diffractive analysis, and speculative fabulation to weave together the authors’ childhood memories of “common worlding.” Our collective biography brings into focus how we engaged in common worlding in our childhoods through dreaming, metamorphosis, and play by tactfully moving across different worlds and learning with the human and more-than-human others we encountered. As we foreground childhood memory and its potential to reimagine pasts, presents, and futures, we explore what kind of conditions are necessary to (re)attune ourselves to the multiple worlds around us in order to maintain and nurture children’s—and our own—other-worldly connections.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42423300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
(Re)Envisioning Childhoods With Mi’kmaw Literatures (续)以墨族文学想像童年
IF 0.9
Journal of Childhood Studies Pub Date : 2022-04-09 DOI: 10.18357/jcs202219949
Adrian M. Downey
{"title":"(Re)Envisioning Childhoods With Mi’kmaw Literatures","authors":"Adrian M. Downey","doi":"10.18357/jcs202219949","DOIUrl":"https://doi.org/10.18357/jcs202219949","url":null,"abstract":"A generative reading of four recent children’s books by Mi’kmaw authors through Indigenous and posthumanist lenses, this article suggests that Indigenous children’s literature works at envisioning a “very old” future and highlights the counter-hegemonic potential of that future in the current moment. First, a reading of the Mi’kmaw mythopoetic tradition as speculative fiction is presented. Second, becoming-with Land is discussed as a radical pedagogical future. Third, the tensions between Indigenous and posthumanist theories are discussed, along with the generative potential of those tensions. The article concludes by highlighting the power of the very old futures (re)emergent from very old stories.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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