Following watery relations in early childhood pedagogies

被引：16

作者：

Pacini-Ketchabaw, Veronica ^{[1
]}

Clark, Vanessa ^{[1
]}

机构：

[1] Univ Victoria, Victoria, BC, Canada

来源：

JOURNAL OF EARLY CHILDHOOD RESEARCH | 2016年 / 14卷 / 01期

关键词：

hydro-logics; pedagogy; posthumanism; settler colonialism; water play;

D O I：

10.1177/1476718X14529281

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that enter an early childhood classroom during a collaborative ethnographic project with young children and early childhood educators.

引用

页码：98 / 111

页数：14

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