Scott, Fiona

Bird, Jo

2019

Drawing on their reflective conversations, the authors argue that existing educational research paradigms may be insufficient for understanding how researchers are mutually affecting, and affected by, encounters with both the human and more-than-human, as spoken of in Rautio and Jokinen, whilst engaging in ethnographic research with pre-school children. Through empirically grounded reflections in the social and material spaces of kindergartens and family homes, we aim to reflect and raise critical questions about existing educational research paradigms, focusing on: 1. The intrinsic tensions between child-centered and post-human paradigms. 2. The (in)stability of researcher identity in the Anthropocene. 3. The unique research context(s) of early childhood play. The chapter concludes by proposing for debate several new norms for the kind of ‘identity work' in which researchers grappling with the emergent post-human and Anthropocentric traditions might consider engaging.

Educational Research in the Age of Anthropocene, p. 110-143

9781522553175

9781522553182

9781522587545

1522553177

https://hdl.handle.net/1959.11/26291

en

IGI Global

Advances in Educational Technologies and Instructional Design (AETID)

1

Adults Researching Pre-Schoolers in More-Than-Human Contexts: Rethinking Ethnographer Roles in the Age of the Anthropocene

Book Chapter

Publication