GoPro(问题)和可能性:在采访中保持孩子的人性色彩

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
K. Murris, J. Peers
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引用次数: 2

摘要

为了回应本期特刊的论文征稿,以及它所提出的问题,作者们展示了能动现实主义的本体论后人类主义转变,尽管在方法论中包含了非(成人)人类,但它并没有消除,而是保持了有色人种的儿童。通过蒙太奇技术,作者通过回归大型国际研究项目-儿童,技术和游戏(2019-2020)的数据,探索了“去中心化而不抹除”的哲学复杂性。通过对“七岁”亨利的采访数据的代理现实主义阅读,他们在开普敦的一个非正式定居点拜访他的家,他们展示了其他正在发生的事情,以及政治上激进和微妙的哲学差异,这使得重新配置儿童主体性。为了更公正地对待现实的复杂性,分析就像亨利的麻袋球一样来回跳动,并放大了gopro等设备在研究中所起的作用。作者从字面上“跟随孩子”,但不同的是,没有排除或删除超过(成人)的人。在见到Henry的同时,他们也见到了Eshal, Eshal介绍了GoPro(问题)。通过视觉和听觉文本的衍射阅读卡伦·巴拉德的学术研究,作者回应了后人类主义研究如何影响儿童研究的问题。他们展示了从客体和主体到现象的代理现实主义运动(ment)如何在教育研究中爆发年龄歧视、体力歧视、种族主义、掠夺和定居者-殖民地逻辑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview
In response to the call for papers for this special issue and the questions it poses, the authors show how the ontological posthumanist shift of agential realism does not erase but keeps the child human of colour in play, despite the inclusion of the other-than-(Adult)human in its methodologies. Through a montaging technique, the authors explore the philosophical complexity of ‘decentering without erasure’ by re-turning to data from a large international research project – Children, Technology and Play (2019–2020). Through an agential realist reading of interview data ‘of’ ‘seven-year-old’ Henry when visiting him at home in an informal settlement in Cape Town, they show what else is going on, and the politically radical and subtle philosophical difference this makes for reconfiguring child subjectivity. To do more justice to the complexity of reality, the analysis bounces around like Henry's sack ball and zooms in on the role apparatuses such as GoPros play in research. The authors ‘follow the child’ literally but differently, without excluding or erasing the more-than-(Adult)human. In meeting Henry, they also meet Eshal, who introduces the GoPro(blem). By diffractively reading Karen Barad's scholarship through visual and aural texts, the authors respond to the question of how posthumanist research makes a difference to childhood studies. They show how the agential realist move(ment) from Object and Subject to Phenomenon explodes ageist, ableist, racist, extractive and settler-colonial logics in education research.
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来源期刊
Contemporary Issues in Early Childhood
Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
8.30%
发文量
35
期刊介绍: Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.
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