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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-313568
DOI: 10.25656/01:31356; 10.35468/6111-03
URN: urn:nbn:de:0111-pedocs-313568
DOI: 10.25656/01:31356; 10.35468/6111-03
| Title |
Posthuman child: Implications for pedagogy and educational research? |
|---|---|
| Author |
Murris, Karin   |
| Source | Flügel, Alexandra [Hrsg.]; Gruhn, Annika [Hrsg.]; Landrock, Irina [Hrsg.]; Lange, Jochen [Hrsg.]; Müller-Naendrup, Barbara [Hrsg.]; Wiesemann, Jutta [Hrsg.]; Büker, Petra [Hrsg.]; Rank, Astrid [Hrsg.]: Grundschulforschung meets Kindheitsforschung reloaded. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 46-57. - (Jahrbuch Grundschulforschung; 28) |
| Document | full text (175 KB) |
| License of the document |
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| Keywords (German) | Kindheitsforschung; Kindheit; Humanismus; Primarbereich; Grundschule; Grundschulpädagogik |
| sub-discipline | Curriculum and Teaching / School Pedagogy Early Childhood Education and Care |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6111-3; 978-3-7815-2660-0; 9783781561113; 9783781526600 |
| Language | English |
| Year of creation | 2024 |
| review status | Peer-Reviewed |
| Abstract (English): | Posthumanists propose an urgent and complete re-thinking of our relationships to other humans and the more-than-human. The Western culture/nature dichotomy is currently the ontological framework responsible for (adult) humans’ extractive and detached relationship to nature. The current ecological crisis forces us to re-examine the ontological foundations of how humans relate to one another and to the worlds we co-create. In this chapter, I re-turn to the question what the human is through the concept ‘child’, thereby pushing back at those scholars who simply include child in their critique of ‘the’ human. But child as a concept is complex and refers to chronological, fleshy child in spacetime, as well as the abstract notion that exists only because of its polar opposite, i.e., adult. Working with multiple temporalities and the awareness that earth dwellers – including children and more-thanhuman – are not all ‘on the same timeline’ is particularly generative for childhood studies: child(hood) is not something we (adults) leave behind. With reference to various examples from scholarship that resists erasures between past and future(s), the chapter asks ontological questions about the concept ‘child’ and discusses why it matters epistemologically, ethically and politically for teaching and research to move away from current representational paradigms in education science. (DIPF/Orig.) |
| is part of: | Grundschulforschung meets Kindheitsforschung reloaded |
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| Checksums | checksum comparison as proof of integrity |
| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 10.10.2024 |
| Citation | Murris, Karin: Posthuman child: Implications for pedagogy and educational research? - In: Flügel, Alexandra [Hrsg.]; Gruhn, Annika [Hrsg.]; Landrock, Irina [Hrsg.]; Lange, Jochen [Hrsg.]; Müller-Naendrup, Barbara [Hrsg.]; Wiesemann, Jutta [Hrsg.]; Büker, Petra [Hrsg.]; Rank, Astrid [Hrsg.]: Grundschulforschung meets Kindheitsforschung reloaded. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 46-57. - (Jahrbuch Grundschulforschung; 28) - URN: urn:nbn:de:0111-pedocs-313568 - DOI: 10.25656/01:31356; 10.35468/6111-03 |
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