國立虎尾科技大學 |

Children and the Power of Stories = Posthuman and Autoethnographic Perspectives in Early Childhood Education /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Children and the Power of Stories/ edited by Carmen Blyth, Teresa K. Aslanian.
其他題名:	Posthuman and Autoethnographic Perspectives in Early Childhood Education /
其他作者:	Aslanian, Teresa K.
面頁冊數:	XXII, 151 p. 6 illus., 5 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Research Methods in Education. -
電子資源:	https://doi.org/10.1007/978-981-16-9287-1
ISBN:	9789811692871

Children and the Power of Stories = Posthuman and Autoethnographic Perspectives in Early Childhood Education /
Children and the Power of StoriesPosthuman and Autoethnographic Perspectives in Early Childhood Education /[electronic resource] :edited by Carmen Blyth, Teresa K. Aslanian. - 1st ed. 2022. - XXII, 151 p. 6 illus., 5 illus. in color.online resource. - Children: Global Posthumanist Perspectives and Materialist Theories,2523-3416. - Children: Global Posthumanist Perspectives and Materialist Theories,.

Preface -- Storytelling the Multiple Self: Posthuman Autoethnography as Critical Praxis -- Storying into Resistance: The Use of Purposeful Placement Stories -- The Green Foam Ring and the Sleeping Girl Who Wasn’t Tired: A Posthuman Story of Care -- Storying Observations of a Cardboard-book through Sticky Micro-moments, Bag‒Lady‒Carrier‒Bag Practices and Memory Stories -- From Multispecies Tangles and Anthropocene Muddles: What can Lichen Teach Us About Precarity and Indeterminacy in Early Childhood? -- Storyplay Time at School: Neoliberal and Neocolonial Assemblages in Early Childhood Education -- Storying Other th/an/d Neoliberal Criticism‒‘Cause I have a Hunch of Something Being Wrong Here -- Nick-storying and the Body's Immersion and Participating in the World: Forming Aggregates for Early Childhood Education -- Stories, Places: Storied Place and Placed Story -- An Ethics of Flourishing: Storying Our Way Around the Power/Potential Nexus in Early Childhood Education and Care -- Afterword -- Index.

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.

ISBN: 9789811692871

Standard No.: 10.1007/978-981-16-9287-1doiSubjects--Topical Terms:

1139862
Research Methods in Education.

LC Class. No.: LB1139.2-.5

Dewey Class. No.: 372.21

Children and the Power of Stories = Posthuman and Autoethnographic Perspectives in Early Childhood Education /
LDR:03576nam a22004095i 4500 001 1089603
003 DE-He213
005 20220530125000.0
007 cr nn 008mamaa
008 221228s2022 si | s |||| 0|eng d
020 $a 9789811692871 $9 978-981-16-9287-1
024 7 $a 10.1007/978-981-16-9287-1 $2 doi
035 $a 978-981-16-9287-1
050 4 $a LB1139.2-.5
072 7 $a JNLA $2 bicssc
072 7 $a EDU023000 $2 bisacsh
072 7 $a JNG $2 thema
082 0 4 $a 372.21 $2 23
245 1 0 $a Children and the Power of Stories $h [electronic resource] : $b Posthuman and Autoethnographic Perspectives in Early Childhood Education / $c edited by Carmen Blyth, Teresa K. Aslanian.
250 $a 1st ed. 2022.
264 1 $a Singapore : $b Springer Nature Singapore : $b Imprint: Springer, $c 2022.
300 $a XXII, 151 p. 6 illus., 5 illus. in color. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Children: Global Posthumanist Perspectives and Materialist Theories, $x 2523-3416
505 0 $a Preface -- Storytelling the Multiple Self: Posthuman Autoethnography as Critical Praxis -- Storying into Resistance: The Use of Purposeful Placement Stories -- The Green Foam Ring and the Sleeping Girl Who Wasn’t Tired: A Posthuman Story of Care -- Storying Observations of a Cardboard-book through Sticky Micro-moments, Bag‒Lady‒Carrier‒Bag Practices and Memory Stories -- From Multispecies Tangles and Anthropocene Muddles: What can Lichen Teach Us About Precarity and Indeterminacy in Early Childhood? -- Storyplay Time at School: Neoliberal and Neocolonial Assemblages in Early Childhood Education -- Storying Other th/an/d Neoliberal Criticism‒‘Cause I have a Hunch of Something Being Wrong Here -- Nick-storying and the Body's Immersion and Participating in the World: Forming Aggregates for Early Childhood Education -- Stories, Places: Storied Place and Placed Story -- An Ethics of Flourishing: Storying Our Way Around the Power/Potential Nexus in Early Childhood Education and Care -- Afterword -- Index.
520 $a 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.
650 2 4 $a Research Methods in Education. $3 1139862
650 2 4 $a Educational Philosophy. $3 677294
650 1 4 $a Early Childhood Education. $3 1112548
650 0 $a Education—Research. $3 1279169
650 0 $a Education—Philosophy. $3 1254228
650 0 $a Early childhood education. $3 557157
700 1 $a Aslanian, Teresa K. $e editor. $1 https://orcid.org/0000-0001-9875-617X $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1396886
700 1 $a Blyth, Carmen. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1251351
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9789811692864
776 0 8 $i Printed edition: $z 9789811692888
776 0 8 $i Printed edition: $z 9789811692895
830 0 $a Children: Global Posthumanist Perspectives and Materialist Theories, $x 2523-3408 $3 1298874
856 4 0 $u https://doi.org/10.1007/978-981-16-9287-1
912 $a ZDB-2-SLS
912 $a ZDB-2-SXS
950 $a Social Sciences (SpringerNature-41176)
950 $a Social Sciences (R0) (SpringerNature-43726)