Learning with damaged colonial places : posthumanist pedagogies from a Joburg preschool / Theresa Magdalen Giorza.
Giorza, T. (Theresa)
2021
LB1139.3.S6
Available Online

Linked e-resources

Linked Resource
Online Access
Concurrent users
Unlimited
Authorized users
Authorized users
Document Delivery Supplied
Can lend chapters, not whole ebooks

Details

Title
Learning with damaged colonial places : posthumanist pedagogies from a Joburg preschool / Theresa Magdalen Giorza.
Author
Giorza, T. (Theresa)
ISBN
9789811614217 (electronic bk.)
9811614210 (electronic bk.)
9811614202
9789811614200
DOI
https://doi.org/10.1007/978-981-16-1421-7
Publication Details
Singapore : Springer, 2021.
Language
English
Description
1 online resource (196 pages)
Item Number
10.1007/978-981-16-1421-7 doi
Call Number
LB1139.3.S6
Dewey Decimal Classification
372.21096822/15
Summary
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 researcherartistauthor. The mutually affecting and inseparable realities of the material and the discursive are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.
Bibliography, etc. Note
Includes bibliographical references and index.
Access Note
Access limited to authorized users.
Source of Description
Online resource; title from PDF title page (SpringerLink, viewed June 1, 2021).
Series
Children (Springer (Firm))
Available in Other Form
Learning with Damaged Colonial Places.
Linked Resources
Online Access
Record Appears in
Online Resources > Ebooks
All Resources
1 Children's pedagogies: Fool's gold and the rush for readiness. The arts in early learning. Artists working with children
2 Running a preschool instead of a shop: The economics of early childhood provision in South Africa. Stories about a Johannesburg not-for-profit preschool
3 Teaching is research is learning: Legacies of Reggio Emilia and Philosophy with Children. Enquiry based learning, atelieristas and documentations. A/r/tography. Making photos, creating video, re-working data/creata
4 Naming and nont-naming: Thresholds of literacy. Opening the doors of literacy. Teaching as welcoming
5 Taking fantasy out of the corner: Sensory worlds and the imagination. The importance of nonsense
6 Park-ing: Public spaces renegotiated. Toxic landscapes and influx control
7 Possibilities of becoming public. Empyting the prison of childhood.

Browse Subjects

Show more subjects...

Statistics

from
to
Export