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Reconceptualizing Early Childhood Care and Education

Critical Questions, New Imaginaries and Social Activism: A Reader


Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
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Chapter Eleven: Posthumanist Imaginaries for Decolonizing Early Childhood Praxis



Posthumanist Imaginaries for Decolonizing Early Childhood Praxis

Veronica Pacini-Ketchabaw and Fikile Nxumalo

In this chapter, we provide an account of the potential of posthumanist perspectives for “decolonizing” early childhood education practices. Working at the intersection of postcolonial, Indigenous and posthumanist literatures, we outline renewed imaginaries for troubling multiculturalisms and colonialisms in early childhood education. The chapter engages with the following question: How can we conceive a politics for troubling colonialisms in which human individuals are not necessarily the central players, but players among nonhuman others? We explore human and nonhuman entanglements to generate decolonizing early childhood practices.

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