Learning with Damaged Colonial Places: Posthumanist Pedagogies from a Joburg Preschool (Children: Global Posthumanist Perspectives and Materialist Theories)
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| Yazar | Theresa Magdalen Giorza |
|---|---|
| Yayın Evi | Springer; 1. basım |
| tarafından gönderildi | 11 Haziran 2021 |
Springer; 1 basım Anonymous 5 Ocak 2017 Franklin Classics Trade Press 1 Ocak 2018 1 Ocak 2015 1 Haziran 2018 18 Haziran 2018 Routledge; 1 basım Kessinger Publishing Routledge 4 Ocak 2017 Routledge; 1 basım Kolektif Icon Group International Springer; 1 basım Independently Published Literary Licensing, LLC
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| Yazar | Theresa Magdalen Giorza |
|---|---|
| İsbn 10 | 9811614202 |
| İsbn 13 | 978-9811614200 |
| Yayın Evi | Springer; 1. basım |
| Dil | İngilizce |
| tarafından gönderildi Learning with Damaged Colonial Places: Posthumanist Pedagogies from a Joburg Preschool (Children: Global Posthumanist Perspectives and Materialist Theories) | 11 Haziran 2021 |
This book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting and inseparable realities of the ‘material’ and the ‘discursive’ are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.
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