{"title":"“不守规矩”的雪花:(重新)想象两岁孩子的入学准备","authors":"Julie Ann Ovington","doi":"10.18733/cpi29681","DOIUrl":null,"url":null,"abstract":"Engaging with Posthuman theories this article puts to work concepts of affect, bodies, and voice to reimagine an ordinary classroom event of making cards for families and carers. The article will outline how Human Capital Theory and neoliberal logic can reveal how specific ways of demonstrating learning are privileged in practice. To challenge the dominant discourse, and the binary of ready/not ready, this article makes a call for an intra-active posthuman pedagogy, so that time in space can be slowed down to follow the agentic rustles of material voices and bodies to (re)imagine school readiness.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"2 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The “Unruly” Snowflake: (Re)imagining School Readiness for Two-Year-Old Children\",\"authors\":\"Julie Ann Ovington\",\"doi\":\"10.18733/cpi29681\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Engaging with Posthuman theories this article puts to work concepts of affect, bodies, and voice to reimagine an ordinary classroom event of making cards for families and carers. The article will outline how Human Capital Theory and neoliberal logic can reveal how specific ways of demonstrating learning are privileged in practice. To challenge the dominant discourse, and the binary of ready/not ready, this article makes a call for an intra-active posthuman pedagogy, so that time in space can be slowed down to follow the agentic rustles of material voices and bodies to (re)imagine school readiness.\",\"PeriodicalId\":295552,\"journal\":{\"name\":\"Cultural and Pedagogical Inquiry\",\"volume\":\"2 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cultural and Pedagogical Inquiry\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18733/cpi29681\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural and Pedagogical Inquiry","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18733/cpi29681","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The “Unruly” Snowflake: (Re)imagining School Readiness for Two-Year-Old Children
Engaging with Posthuman theories this article puts to work concepts of affect, bodies, and voice to reimagine an ordinary classroom event of making cards for families and carers. The article will outline how Human Capital Theory and neoliberal logic can reveal how specific ways of demonstrating learning are privileged in practice. To challenge the dominant discourse, and the binary of ready/not ready, this article makes a call for an intra-active posthuman pedagogy, so that time in space can be slowed down to follow the agentic rustles of material voices and bodies to (re)imagine school readiness.