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Re-situating Canadian Early Childhood Education


Edited By Veronica Pacini-Ketchabaw and Larry Prochner

This book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.
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8 Making Developmental Knowledge Stutter and Stumble: Continuing Pedagogical Explorations with Collective BiographyKathleen Kummen, Veronica Pacini-Ketchabaw, & Deborah Thompson


Continuing Pedagogical Explorations with Collective Biography

Kathleen Kummen, Veronica Pacini-Ketchabaw, & Deborah Thompson

Drawing on data gathered through collective biography in a child development graduate course in a child and youth care program, this chapter proposes the notion of a developmental worker as mutually constituted in and emerging through an intra-action with the discursive and the material. We base our arguments on the premise that, in addition to deconstructing how developmental knowledge as discourse works, it is important to unmask how matter (bodies, materials, the physical world) comes to matter in the enactment of developmental knowledge, highlighting the complex materiality of the social. The chapter uses the metaphor of making developmental knowledge stutter and stumble as we revisit our work in an attempt to make visible how we might engage in pedagogical practices that not only cause us to stutter in the discursive but also to stumble into matter as developmental theory is enacted. We borrow from the work of theorists Karen Barad and Annemarie Mol, among others.

As educators, practitioners, researchers, and mothers who teach/apply/think- with/do/breathe developmental knowledge, we are interested in how we can make developmental theories stutter and stumble. Developmental conceptions of how childhood functions and what it means to be an educator who uses developmental knowledge are present in our language and our bodies (Burman, 2008a, 2008b; Morss, 1996; Rose, 1990). We have written elsewhere about how these processes take place—how developmental knowledge as a dominant discourse acts on...

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