Abstract
Early childhood educators and carers enjoy the privilege of witnessing the wonder and perplexity that early encounters with the physical world generate in and with children. Taking the notion of learning beyond the metaphor of language to one of desire, the author acknowledges the connectedness and affective entanglement of ourselves and our worlds that make living meaningful and our expressiveness an impulse of learning as desiring. Moving back and forth between reality and fantasy, logic and speculation is an important part of thinking. In this chapter, the practice of documentation and sensory ethnography show a way of being in and with the world in which diffraction is not a metaphor but a methodology.
It matters what worlds world worlds. It matters what stories tell stories.
Haraway (2016, p. 35).
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Notes
- 1.
Kindler (1999, 2004, 2010) has offered a range of alternatives to the Piagetian stage theories of Lowenfeld, Kellogg and others, linking art pedagogies with contemporary art practices. Her notion of repertoires is an alternative to the Piagetian ‘schema’ supporting a multi-modal approach to art practice going beyond the visual but centring human agency.
- 2.
Children are often seen as having less knowledge due to their comparatively short life-experience, but the other side of this fact is that they are less likely to have been inculcated into the Cartesian dualisms and ‘sedimented knowledges’ (Kennedy 1999, p. 354) that we as adults have taken on.
- 3.
Not to be confused with the minority of the 1% or the colonial minority interests mentioned in Chapters Three and Four.
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Giorza, T.M. (2021). Fantasy Beyond the Corner. In: Learning with Damaged Colonial Places. Children: Global Posthumanist Perspectives and Materialist Theories. Springer, Singapore. https://doi.org/10.1007/978-981-16-1421-7_5
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