Anti-Colonial Orientations to Place: Unsettling Encounters with South African Educational Landscapes

Autor/inn/en	Murris, Karin; Francis, Sieraaj; Babamia, Sumaya; Nxumalo, Fikile; Bozalek, Vivienne; Giorza, Theresa
Titel	Anti-Colonial Orientations to Place: Unsettling Encounters with South African Educational Landscapes
Quelle	In: Equity & Excellence in Education, 53 (2020) 3, S.288-303 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murris, Karin) ORCID (Babamia, Sumaya) ORCID (Nxumalo, Fikile) ORCID (Bozalek, Vivienne) ORCID (Giorza, Theresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2020.1785975
Schlagwörter	Foreign Policy; Early Childhood Education; Teacher Workshops; Preschool Teachers; Educational Change; Land Settlement; Foreign Countries; Feminism; Indigenous Knowledge; Educational Researchers; Interdisciplinary Approach; Disadvantaged; Place Based Education; Immigrants; Writing Workshops; Blacks; History; Justice; Futures (of Society); Social Change; Racial Segregation; Educational Experience; Whites; Power Structure; Multiracial Persons; South Africa + Suchen Sie Ihr Suchwort? Außenpolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsreform; Siedlungsraum; Ausland; Feminismus; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Immigrant; Immigrantin; Immigranten; Black person; Schwarzer; Geschichte; Geschichtsdarstellung; Gerechtigkeit; Future; Society; Zukunft; Sozialer Wandel; Rassentrennung; Bildungserfahrung; White; Weißer; Mischling; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The authors bring together decolonial, place attuned, and critical posthumanist orientations to analyze an event during a residential workshop organized as part of a state-funded research project on decolonizing early childhood discourses in South Africa. An invitation during the workshop to grapple with what might be unsettling by attending to the agency of the more-than-human world and its entanglement with unequal human geographies of place, generated a diffractive photographic image and unsettling stories as a group of early childhood teachers and educational researchers kept re-turning to the data. Working with Barad's methodology of temporal diffraction as apparatus, we discursively and visually trace entanglements that emerged from this data. We conclude on the mattering of this work for engaging with the potentials and tensions of attending to the more-than-human within highly asymmetrical human relations in the settler colonial context of South African education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01