LEADER 04464nam 22005895 450 001 9910863289603321 005 20240619150038.0 010 $a981-15-8175-4 024 7 $a10.1007/978-981-15-8175-5 035 $a(CKB)4100000011558828 035 $a(MiAaPQ)EBC6386052 035 $a(DE-He213)978-981-15-8175-5 035 $a(EXLCZ)994100000011558828 100 $a20201105d2020 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTheorising Posthuman Childhood Studies /$fby Karen Malone, Marek Tesar, Sonja Arndt 205 $a1st ed. 2020. 210 $cSpringer Singapore$d2020 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2020. 215 $a1 online resource (XVII, 251 p. 71 illus., 67 illus. in color.) 225 1 $aChildren: Global Posthumanist Perspectives and Materialist Theories,$x2523-3416 311 $a981-15-8174-6 327 $a1 History and philosophy of children and childhoods -- 2 Reconfiguring childhoods and theories -- 3 Thinking with (child) theories: Multiple theoretical constructs -- 4 Rethinking childhoods and agency -- 5 Posthuman pedagogies in childhoodnature -- 6 Entangling childhoods, materials, curriculum and objects -- 7 Children's worlding of/in learning environments -- 8 Performing the posthuman -- 9 Re-searching with children in posthuman worlds -- 10 Annotated glossary of key concepts. 330 $aThis book is a genealogical foregrounding and performance of conceptions of children and their childhoods over time. We acknowledge that children?s lives are embedded in worlds both inside and outside of structured schooling or institutional settings, and that this relationality informs how we think about what it means to be a child living and experiencing childhood. The book maps the field by taking up a cross-disciplinary, genealogical niche to offer both an introduction to theoretical underpinnings of emerging theories and concepts, and to provide hands-on examples of how they might play out. This book positions children and their everyday lived childhoods in the Anthropocene and focuses on the interface of children?s being in the everyday spaces and places of contemporary communities and societies. In particular this book examines how the shift towards posthuman and new materialist perspectives continues to challenge dominant developmental, social constructivist and structuralist theoretical approaches in diverse ways, to help us to understand contemporary constructions of childhoods. It recognises that while such dominant approaches have long been shown to limit the complexity of what it means to be a child living in the contemporary world, the traditions of many Eurocentric theories have not addressed the diversity of children?s lives in the majority of countries or in the Global South. ?This is an incredibly well-written, thoughtful, scholarly and timely book. The first few chapters offer a genealogy of ?how we got to posthuman theorizing in childhood studies?, with the latter offering more empirically-informed accounts of what those studies could and should look like with a very welcome series of nuanced and important reflections on methods, ethics and, as the authors put it, ?performing? posthuman childhood studies. The book also offers an important analysis of how an attention to the posthuman could be entangled with critical questions of social difference.? ? Peter Kraftl, University of Birmingham, UK. 410 0$aChildren: Global Posthumanist Perspectives and Materialist Theories,$x2523-3416 606 $aEarly childhood education 606 $aEducational sociology 606 $aEducation$xPhilosophy 606 $aEarly Childhood Education 606 $aSociology of Education 606 $aEducational Philosophy 615 0$aEarly childhood education. 615 0$aEducational sociology. 615 0$aEducation$xPhilosophy. 615 14$aEarly Childhood Education. 615 24$aSociology of Education. 615 24$aEducational Philosophy. 676 $a305.23 700 $aMalone$b Karen$0884267 702 $aTesar$b Marek 702 $aArndt$b Sonja 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910863289603321 996 $aTheorising Posthuman Childhood Studies$94168004 997 $aUNINA