Titlebook: Learning with Damaged Colonial Places; Posthumanist Pedagog Theresa Magdalen Giorza Book 2021 Springer Nature Singapore Pte Ltd. 2021 posth

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Facet-Joints

2523-3408 o-researchers and knowledge producers.This book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting

協(xié)定

Madrigal

Public Places as Learning Spaces, a bicycle is kitted out with art and gym equipment and moves between early childhood education sites. This is a tracking of the ‘shimmer’ of life found and followed by a crowd of co-researching companions in the desolate post-apartheid ruins that on the surface may appear only as the on-going denial of creativity and abundance.

RAGE

LEER

縮影

Fantasy Beyond the Corner,orth between reality and fantasy, logic and speculation is an important part of thinking. In this chapter, the practice of documentation and sensory ethnography show a way of being in and with the world in which diffraction is not a metaphor but a methodology.

階層

Writing with the Park,sible description of reality: it is a mapping of an intra-action within a phenomenon that makes no claim to universal or essential truth. The intra-acting visual and verbal notes are propositions for working in experimental ways with and among human and non-human forces in education.

他一致

Setting off, crisis have become increasingly pressing but also eerily reminiscent of older stories of extinction, calamity, devastation and loss. The author’s awareness of these calamities, both cosmic and human-made, grew through her engagement with this research and its connection with her focus on childhood percolated through as the data came into being.

使饑餓

Diffractive Encounters with Names,tivity. The text revisits an intra-active encounter between three children, names and drawings on paper. The names on the pages invite them to recognise letters, recall the names of their peers and create syllable rhythms. Apart from sounding out names, the trio of readers engage in complex enactments associated with literacy practices.