Becoming Earth pp 123-136 | Cite as

Ungrounding Earth

An Ontological Take on Professionalism and Race in Early Childhood Education and Care
  • Camilla Eline Andersen


This article is composed with a political concern for professional practice and learning in early childhood education and care, and how this connects to ethics in the 21st century. It emerges from a recent PhD-study (Andersen, 2015) where an interest in how to perform professionalism ethically in “a multicultural society” was the starting point.


Solid Earth Racial Discrimination Early Childhood Education Professional Learning Preschool Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Alaimo, S., & Hekman, S. (2008). Introduction: Emerging models of materiality in feminist theory. In S. Alaimo & S. Hekman (Eds.), Material feminisms (pp. 1–19). Bloomington, IN: Indiana University Press.Google Scholar
  2. Andersen, C. E. (2015). Mot en mindre profesjonalitet: “Rase”, tidlig barndom og Deleuzoguattariske blivelser [Towards a minor professionalism: “Race”, early childhood and Deleuzoguattarian becomings]. (PhD Monografi), Universitetet i Stockholm, Barn- och ungdomsvetenskapeliga institutionen, Stockholm. Retrieved from
  3. Bogue, R. (2011). Deleuze and Guattari and the future of politics: Science fiction, protocols and the people to come. Deleuze Studies, 5, 77–97.CrossRefGoogle Scholar
  4. Braidotti, R. (2002). Metamorphoses: Towards a materialist theory of becoming. Malden, MA: Polity.Google Scholar
  5. Braidotti, R. (2006). Transpositions: On nomadic ethics. Cambridge: Polity Press.Google Scholar
  6. Braidotti, R. (2011). Nomadic theory: The portable Rosi Braidotti. New York, NY: Columbia University Press.Google Scholar
  7. Cannella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. New York, NY: Peter Lang.Google Scholar
  8. Cannella, G. S., & Manuelito, K. D. (2008). Feminism from unthought locations: Indigenous worldviews, marginalized feminisms, and revisioning an anti-colonial social science. In N. K. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 45–59). Los Angeles, CA: Sage.Google Scholar
  9. Colebrook, C. (2014). Death of the posthuman: Essays on extinction (Vol. 1). Ann Arbor, MI: Open Humanities Press.CrossRefGoogle Scholar
  10. Course, M. (2010). Of words and fog. Anthroplogical Theory, 10(3), 247–263.CrossRefGoogle Scholar
  11. Dahlberg, G., Moss, P., & Pence, A. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer.Google Scholar
  12. Davies, B., & Davies, C. (2007). Having, and being had by, “experience”. Or, “experience” in the social sciences after the discursive/poststructuralist turn. Qualitative Inquiry, 13(8), 1139–1159.CrossRefGoogle Scholar
  13. de Mille, C. (2013). “Blast…Bergson?” Wyndham Lewis’s “Guilty fire of friction”. In P. Ardion, S. E. Gontarski, & L. Mattison (Eds.), Understanding Bergson, understandin modernism (pp. 141–156). New York, NY: Bloomsbury.Google Scholar
  14. Deleuze, G. (1988). Foucault (S. Hand, Trans., 2010 ed.). London: Continuum (Opprinnelig utgitt som Foucault, 1986).Google Scholar
  15. Deleuze, G., & Guattari, F. (1977). Anti-oedipus: Capitalism and szhizophrenia (H. R. Lane, R. Hurley, & M. Seem, Trans., 2000 ed.). Minneapolis, MN: University of Minnesota Press. (Originally published as L’anti-Oedipe: Capitalisme et schizophrénie, 1972)Google Scholar
  16. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans., 2004 ed.). London: Continuum. (Originally published as Milles Plateaux, volume 2 Capitalisme et Schizophénie, 1980)Google Scholar
  17. Deleuze, G., & Guattari, F. (1994). What is philosophy? (G. Burchell & H. Tomlinson, Trans.). London: Verso. (Originally published as Qu’est-ce que la philosophie?, 1991)Google Scholar
  18. Denzin, N. K., Lincoln, Y. S., & Tuhiwai Smith, L. (Eds.). (2008). Handbook of critical and indigenous methodologies. Los Angeles, CA: Sage.Google Scholar
  19. Dolphijn, R., & van der Tuin, I. (2013). A thousand tiny intersections: Linguisticism, feminism, racism and Deleuzian becomings. In A. Saldanha & J. M. Adams (Eds.), Deleuze and race (pp. 129–143). Edinburgh: Edinburgh University Press.Google Scholar
  20. Evans, L. (2002). What is teacher development? Oxford Review of Education, 28(1), 123–137.CrossRefGoogle Scholar
  21. Fenwick, T., & Nerland, M. (2014a). Sociomaterial professional knowing, work arrangements and responsibility: New times, new concepts? In T. Fenwick & M. Nerland (Eds.), Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities (pp. 1–8). London: Routledge.Google Scholar
  22. Fenwick, T., & Nerland, M. (Eds.). (2014b). Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities. London: Routledge.Google Scholar
  23. Gale, K., Turner, B., & McKenzie, L. (2013). Action research, becoming and the assemblage: A Deleuzian reconceptualization of professional practice. Educational Action Research, 21(4), 549–564.CrossRefGoogle Scholar
  24. Holman Jones, S. (2005). Autoethnography: Making the personal political. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 763–791). Thousand Oaks, CA: Sage.Google Scholar
  25. Hübinette, T., & Lundström, C. (2011). Sweden after the recent election: The double-binding power of Swedish whiteness through the mourning of the loss of “old Sweden” and the passing of the “good Sweden”. Nordic Journal of Feminist and Gender Research, 19(1), 42–52.CrossRefGoogle Scholar
  26. Jackson, Z. I. (2013). Animal: New directions in the theorization of race and posthumanism. Feminist Studies, 39(3), 669–685.Google Scholar
  27. Jones, A., & Jenkins, K. (2008). Indigenous discourse and ‘the material’: A post-interpretivist argument. International Review of Qualitative Research, 1(2), 125–144.Google Scholar
  28. Jones, L., & Osgood, J. (2007). Mapping the fabricated identity of childminders: Pride and prejudice. Contemporary Issues in early Childhood, 8(4), 289–300.CrossRefGoogle Scholar
  29. Kaufmann, J. (2010). Trans-representation. Qualitative Inquiry, 16(2), 104–115.CrossRefGoogle Scholar
  30. Kaufmann, J. (2011). An autoethnography of a hacceity: A wo/man-to-eat-androgen. Cultural Studies <=> Critical Methodologies, 11(1), 38–46.CrossRefGoogle Scholar
  31. KD. (2011). Rammeplan for barnehagens innhold og oppgaver. Oslo: Kunnskapsdepartementet.Google Scholar
  32. Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 32(4), 505–519.CrossRefGoogle Scholar
  33. Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. Albany, NY: State University of New York Press.Google Scholar
  34. Law, J., & Lien, M. E. (2012). Slippery: Field notes in empirical ontology. Social Studies of Science, 43(3), 363–378.CrossRefGoogle Scholar
  35. Lenz Taguchi, H. (2004). In på bara benet: En introduktion till feministisk poststrukturalism. Stockholm: HLS förlag.Google Scholar
  36. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London: Routledge.Google Scholar
  37. Lorraine, T. (2011). Deleuze and Guattari’s immanent ethics: Theory, subjectivity and duration. New York, NY: State University of New York Press.Google Scholar
  38. MacLure, M. (2011). Qualitative inquiry: Where are the ruins? Qualitative Inquiry, 17(10), 997–1005.CrossRefGoogle Scholar
  39. MacLure, M. (2013). Researching without representation?: Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658–667.CrossRefGoogle Scholar
  40. Mac Naughton, G., & Davis, K. (2009). Discourses og “race” in early childhood: From cognition to power. In G. MacNaughton & K. Davis (Eds.), “Race” and early childhood education: An international approach to identity, politics, and pedagogy (pp. 17–30). New York, NY: Palgrave MacMillian.Google Scholar
  41. Massumi, B. (1992). A user’s guide to capitalism and schizophrenia: Deviations from Deleuze and Guattari. Cambridge, MA: MIT Press.Google Scholar
  42. Midtbøen, A. H., & Rogstad, J. (2012). Diskrimineringens omfang og årsaker. Etniske minoriteters tilgang til norsk arbeidsliv (Rapport 2012:1). Oslo: Institutt for samfunnsforskning.Google Scholar
  43. Miller, L., Dalli, C., & Urban, M. (Eds.). (2012). Early childhood grows up: Towards a critical ecology of the profession. Dordrecht: Springer.Google Scholar
  44. Mol, A. (2002). The body multiple: Ontology in medical practice. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  45. Myrdahl, E. M. (2010). Orientalist knowledges at the European periphery: Norwegian racial projects, 1970–2005 (PhD). University of Minnesota, The Faculty of the Graduate school. Retrieved from Scholar
  46. Nordstrom, S. N. (2015). A data assemblage. International Review of Qualitative Research, 8(2), 166–193.CrossRefGoogle Scholar
  47. Olkowski, D. (1999). Gilles Deleuze and the ruin of representation. Berkeley, CA: University of California Press.Google Scholar
  48. Otterstad, A. M., & Andersen, C. E. (2012). ‘Ressursorientert tilnærming til språklig og kulturelt mangfold’: Diskursive lesninger av inkludering i barnehagen. Nordisk Barnehageforskning, 5(2), 1–21.Google Scholar
  49. Pacini-Ketchabaw, V. (2010). A curriculum for social change: Experimenting with politics of action or imperceptibility. In V. Pacini-Ketchabaw (Ed.), Flows, rythms, and intensities of early childhood education curriculum (pp. 133–154). New York, NY: Peter Lang.Google Scholar
  50. Rastas, A. (2009). Racism in the everyday life of Finnish children with transnational roots. Barn, (1), 29–43.Google Scholar
  51. Reed-Danahay, D. E. (Ed.). (1997). Auto/ethnography: Rewriting the self and the social. Oxford: Berg.Google Scholar
  52. Reilly, M. A. (2009). Dressing the corpse: Professional development and the play of singularities. Journal of Curriculum and Pedagogy, 6(1), 79–99.CrossRefGoogle Scholar
  53. Reinertsen, A. B. (2009). DDD + assemblage: Community not and youto(o)biography? International Review of Qualitative Research, 2(2), 247–267.Google Scholar
  54. Reinertsen, A. B. (in press). The embrained body of a child: On neurodidactics and edusemiotic 21st century becoming machines. Global Studies of Childhood, 1–15.Google Scholar
  55. Rhedding-Jones, J. (2003). Feminist methodologies and research for early childhood literacies. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 400–410). London: Sage.CrossRefGoogle Scholar
  56. Robinson, K. H., & Jones-Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Berkshire: Open University Press.Google Scholar
  57. Saldanha, A. (2007). Psychedelic White: Goa trance and the viscosity of race. Minneapolis, MN: University of Minnesota Press.Google Scholar
  58. Scott, J. W. (1992). Experience. In J. Butler & J. W. Scott (Eds.), Feminists theorize the political (pp. 22–40). New York, NY: Routledge.Google Scholar
  59. Seeberg, M. L. (2011). Kunnskapsstatus (1990–2010) Forskning om etnisk diskriminering av barn og unge (NOVA-rapport 8/2011). Oslo: Norsk institutt for forskning om oppvekst, velferd og aldring.Google Scholar
  60. Sellars, J. (2006). An ethics of the event: Deleuzes Stoicism. Angelaki: Journal of the Theoretical Humanities, 11(3), 157–171.CrossRefGoogle Scholar
  61. Smith, D., & Protevi, J. (2011). Gilles Deleuze. In E. N. Zalta (Ed.), The Stanford encyclopedia of philososphy.Google Scholar
  62. Søndergaard, D. M. (2002). Poststructuralist approaches to analysis. Qualitative Studies in Education, 15(2), 187–204.CrossRefGoogle Scholar
  63. Spindler, F. (2013). Deleuze: Tänkande och blivande. Göteborg: Glänta Produktion.Google Scholar
  64. Spivak, G. C. (1996). Bonding in difference: Interview with Alfred Arteaga. In D. Landry & G. MacLean (Eds.), The Spivak reader: Selected works of Gayatri Chakravorty Spivak (pp. 15–28). New York, NY: Routledge.Google Scholar
  65. Stagoll, C. (2005). Event. In A. Parr (Ed.), The Deleuze dictionary (pp. 89–91). Edinburgh: Edinburgh University Press.Google Scholar
  66. Thrift, N. (2008). Non-representational theory: Space, politics, affect. London: Routledge.Google Scholar
  67. Topland, B., & Skaalvik, E. M. (2010). Meninger fra klasserommet: Analyse av Elevundersøkelsen 2010. Kristiansand: Oxford Research.Google Scholar
  68. Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.Google Scholar
  69. Woodard, B. (2013). On an ungrounded earth: Towards a new geophilosophy. New York, NY: Punctum Books.Google Scholar

Copyright information

© Sense Publishers 2016

Authors and Affiliations

  • Camilla Eline Andersen
    • 1
  1. 1.Faculty of Education and Natural SciencesHedmark University CollegeNorway

Personalised recommendations