Journal of Childhood Studies最新文献

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"title":"D032 N07 C0MpU73: Exploring (Post)Human Bodies and Worlds with/in Droidial(ity) and Narrative Contexts","authors":"Bretton A. Varga, E. Adams","doi":"10.18357/jcs202219952","DOIUrl":"https://doi.org/10.18357/jcs202219952","url":null,"abstract":"This article focuses on droidial bodies in children’s literature to explore how speculative literacies foster necessary spaces for thinking about (non)human and more-than-human connectivity. Specifically, we share what was produced when we applied a framework underpinned by posthumanist concepts to three children’s books centering robots. Using Jackson and Mazzei’s thinking with theory to plug into these books, this article raises (re)new(ed) questions about the intersections of literacy, humanism, and droids. It proposes that pairingposthumanist concepts with droidial texts can be generative in thinking about, critiquing, and predicting changes with the (ever-developing) relationship(s) between humans and machines.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41709600","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}

{"title":"Childhood, Youth, and Identity: A Roundtable Conversation from the Global South","authors":"D. Kannan, Anandini Dar, S. Duff, Hia Sen, S. Nag, Clovis Bergère","doi":"10.18357/jcs202220249","DOIUrl":"https://doi.org/10.18357/jcs202220249","url":null,"abstract":"This roundtable session initially took place as part of the international conference “Childhood, Youth, and Identity in South Asia,” organized by the Department of History, Shiv Nadar University, Greater Noida, and the Centre for Publishing, Ambedkar University Delhi, India, on January 6–7, 2020.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848096","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}

{"title":"Nnedi Okorafor’s Binti: African Science Fiction and the Reimagined Black Girl","authors":"J. Seow","doi":"10.18357/jcs202220356","DOIUrl":"https://doi.org/10.18357/jcs202220356","url":null,"abstract":"Nnedi Okorafor’s Binti unsettles harmful depictions of Black childhood and reconceptualizes the role of young Black females in racialized communities with an acute awareness of the challenges they encounter in the realworld. Using the speculative form of Binti as an allegory for the present, this article turns to the character of Binti to highlight ways to overcome obstacles of exclusion and otherness. Inspiration is found in how Okorafor utilizes Africanfuturism as a framework that artfully integrates and retains African Indigenous cultures in a technologically advanced world. Additionally, childhood studies informs how this article examines the impact of Africanfuturism as a defamiliarizing strategy to address normalized (Western, white) childhood and notions of futurity for Black children and youth.","PeriodicalId":42983,"journal":{"name":"Journal of Childhood Studies","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42292766","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}