Troubling Authority and Material Bodies: Creating "Sympoietic" Pedagogies for Working with Children and Practitioners

Autor/inn/en	Murris, Karin; Haynes, Joanna
Titel	Troubling Authority and Material Bodies: Creating "Sympoietic" Pedagogies for Working with Children and Practitioners
Quelle	In: Global Education Review, 7 (2020) 2, S.24-42 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Early Childhood Education; Teacher Education Programs; Foreign Countries; Early Childhood Teachers; Teaching Methods; Knowledge Base for Teaching; Curriculum; Democratic Values; College Students; Preservice Teachers; Power Structure; Classroom Techniques; Student Behavior; Block Scheduling; Participative Decision Making; Student Participation; Teacher Role; South Africa + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Curricula; Lehrplan; Rahmenplan; Collegestudent; Klassenführung; Student behaviour; Schülerverhalten; Block teaching; Blockunterricht; Stundentafel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Discourses and relations of child/adult and early education are super-permeated with ideas and practices of authority and boundary-making. In early years' practices, deeply important beliefs and assumptions about who or what has authority and who or what should create the boundaries of everyday activity often go unquestioned. This produces different kinds of epistemic injustice in respect of children and those who work with them, as well as through the materialities of early childhood and training settings, including higher education. These systems of authority both express and produce wider patterns of living associated with the wider society, including democracies. Posthumanism inspires questions about not only ways of knowing, but also about the privileging of dis/embodied knowing over feeling, intuiting, sensing, making, and moving. This paper thinks from the diffractive position that knowing is a direct material and moving engagement to explore possibilities for "sympoietic" pedagogies of enquiry-making-with (Haraway, 2016), and examines how these generate new ideas about early childhood practices and what professional knowledge might become. We illustrate this diffractive curriculum and pedagogy through an example from teacher education in South Africa to make important connections between authority, pedagogy, and an enlarged framework for democratic education; in this work, we explore "sympoietic" approaches to negotiation. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01