Critical Questions, New Imaginaries and Social Activism: A Reader
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.
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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