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

Title
Adults Researching Pre-Schoolers in More-Than-Human Contexts: Rethinking Ethnographer Roles in the Age of the Anthropocene
Publication Date
2019
Author(s)
Scott, Fiona
Bird, Jo
( author )
OrcID: https://orcid.org/0000-0002-3345-1815
Email: jbird21@une.edu.au
UNE Id une-id:jbird21
Editor
Editor(s): Vicente Reyes, Jennifer Charteris, Adele Nye and Sofia Mavropoulou
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
IGI Global
Place of publication
Hershey, United States of America
Edition
1
Series
Advances in Educational Technologies and Instructional Design (AETID)
DOI
10.4018/978-1-5225-5317-5.ch006
UNE publication id
une:1959.11/26291
Abstract
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.
Link
Citation
Educational Research in the Age of Anthropocene, p. 110-143
ISBN
9781522553175
9781522553182
9781522587545
1522553177
Start page
110
End page
143

Files:

NameSizeformatDescriptionLink