TY  - GEN
AB  - This book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolonialize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing differently: a way of decolonializing current discourses of early childhood education within educational institutions. The book uses research and practice in ECE to act as a canvas, a context with which to explore how autoethnography can become other when viewed through a posthumanist lens. As a consequence the chapters and stories within allow for an interplay between the posthumanist and the autoethnographic, an interplay that allows for a very specific type of meaning to emerge; a meaning that traffics in numerous and disruptive possibilities rather than settled certainties. In so doing, authors rethink and perturb the notion of child-centered approaches to knowing, be(com)ing, and doing within the Early Childhood Education.
AU  - Blyth, Carmen,
AU  - Aslanian, Teresa K.,
CN  - LB1042
DO  - 10.1007/978-981-16-9287-1
DO  - doi
ID  - 1444991
KW  - Early childhood education.
KW  - Storytelling in education.
KW  - Children's stories.
KW  - Ethnology
KW  - Posthumanism.
KW  - Éducation de la première enfance.
KW  - Art de conter en éducation.
KW  - Histoires pour enfants.
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-9287-1
N2  - This book explores how stretching stories through posthuman and autoethnographic perspectives can produce new stories that decolonialize traditional thinking and approaches to Early Childhood Education (ECE). It demonstrates how stories can provide a different way of knowing, and a way of knowing differently: a way of decolonializing current discourses of early childhood education within educational institutions. The book uses research and practice in ECE to act as a canvas, a context with which to explore how autoethnography can become other when viewed through a posthumanist lens. As a consequence the chapters and stories within allow for an interplay between the posthumanist and the autoethnographic, an interplay that allows for a very specific type of meaning to emerge; a meaning that traffics in numerous and disruptive possibilities rather than settled certainties. In so doing, authors rethink and perturb the notion of child-centered approaches to knowing, be(com)ing, and doing within the Early Childhood Education.
SN  - 9789811692871
SN  - 9811692874
T1  - Children and the power of stories :posthuman and autoethnographic perspectives in early childhood education /
TI  - Children and the power of stories :posthuman and autoethnographic perspectives in early childhood education /
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-9287-1
ER  -