Advertisement

Post-critical Framing of Methodological Inquiry and Childhoodnature

  • Paul HartEmail author
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

(New) materialisms, realisms, empiricisms, posthumanisms, feminisms, indigeneities, rhizo- and schizoanalyses, diffractions, transgressive practices, and becomings abound in theory! Meanwhile, children’s access to open spaces, experiences of outdoor environments, and “connections” with nature are declining as fast indoor “screen cultures” and slow exposure to numerous environmental toxifications and associated health problems are intensifying in childhood becomings!

References

  1. Alaimo, S., & Hekman, S. (2008). Introduction: Emerging models of materiality in feminist theory. In S. Alaimo & S. Hekman (Eds.), Material feminisms (pp. 1–23). Bloomington, IN: University of Indiana Press.Google Scholar
  2. Anyon, J. (2009). Theory and educational research: Toward critical social explanation. New York, NY: Routledge.Google Scholar
  3. Barad, K. (2007). Meeting the universe halfway. London, England: Duke University Press.CrossRefGoogle Scholar
  4. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.Google Scholar
  5. Buell, L. (2005). The future of environmental criticism: Environmental crisis and literary imagination. Oxford, UK: Blackwell Publishing.Google Scholar
  6. Cooper, S. (2002). Post-intellectuality? Universities and the knowledge industry. In S. Cooper, J. Hinkson, & G. Sharp (Eds.), Scholars and entrepreneurs (pp. 207–232). Melbourne, VIC: Arena Publications.Google Scholar
  7. Davies, B. (2014). Reading anger in early childhood intra-actions: A diffractive analysis. Qualitative Inquiry, 20(6), 734–741.CrossRefGoogle Scholar
  8. Debaise, D. (2017). Nature as event: The lure of the possible. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  9. Fairchild, N. (2016). Plugging into the umbra: Creative experimentation (in)(on) the boundaries of knowledge production in ECEC research. Reconceptualizing Educational Research Methodology, 7(1), 16–30.CrossRefGoogle Scholar
  10. Grosz, E. (2017). The incorporeal: Ontology, ethics, and the limits of materialism. New York, NY: Columbia University Press.CrossRefGoogle Scholar
  11. Harman, G. (2016). Immaterialism: Objects and social theory. Cambridge, UK: Polity Press.Google Scholar
  12. Hart, P. (2013). Philosophical and methodological perspectives. In R. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International handbook of research on environmental education (pp. 419–423). New York, NY: Routledge.Google Scholar
  13. Hekman, S. (2010). The material of knowledge: Feminist disclosures. Bloomington, IN: Indiana University Press.Google Scholar
  14. Hoffer, M. (2012). The veil of esteem: On seeing oneself being seen (Part two: Riddle and accident). Cultural Studies – Critical Methodologies, 12(2), 87–95.CrossRefGoogle Scholar
  15. Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. Abigndon, Oxon: Routledege.Google Scholar
  16. Jackson, A. Y., & Mazzei, L. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. London, England: Routledge.Google Scholar
  17. James, P., & McQueen-Thomson, D. (2002). Abstracting knowledge formation: A report on academia and publishing. In S. Cooper, J. Hinkson, & G. Sharp (Eds.), Scholars and entrepreneurs (pp. 183–206). Melbourne, VIC: Arena Publications.Google Scholar
  18. Jones, L., & Holmes, R. (2014). Studying play through new research practices. In L. Booker, M. Blaise, & S. Edwards (Eds.), SAGE handbook of play and learning (pp. 128–139). London, England: Sage.Google Scholar
  19. Kennedy, D., & Bahler, B. (Eds.). (2016). Philosophy of childhood today: Exploring the boundaries. Lanham, MD: Lexington Books.Google Scholar
  20. Kohn, E. (2013). How forests think: Toward an anthropology beyond the human. Berkeley, CA: University of California Press.CrossRefGoogle Scholar
  21. Koro-Ljungberg, M. (2016). Reconceptualizing qualitative research: Methodologies without methodology. London, England: Sage.Google Scholar
  22. Lenz Taguchi, H. (2007). Deconstructing and transgressing the theory – practice dichotomy in early childhood education. Educational Philosophy and Theory, 39(3), 275–290.CrossRefGoogle Scholar
  23. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Abingdon, Oxon: Routledge.Google Scholar
  24. Lenz Taguchi, H. (2016). “The concept as method”: Tracing-and-mapping the problem of the neuro(n) in the field of education. Cultural Studies – Critical Methodologies, 16(2), 213–223.CrossRefGoogle Scholar
  25. Manning, E. (2015). Against method. In A. Otterstad & A. Reinertsen (Eds.), Metodefesival og Øyeblikksrealisme: A party of methods and moments of realism (pp. 121–132). Bergen, Norway: Fagbokforlaget.Google Scholar
  26. Osgood, J., Scarlet, R. R., & Giugni, M. (2015). Putting post humanist theory to work to reconfigure gender in early childhood when theory becomes method becomes art. Global Studies in Childhood, 5(3), 346–360.CrossRefGoogle Scholar
  27. Otterstad, M., & Waterhouse, A. (2015). Beyond regimes of signs: Making art/istic portrayals of haptic moments/movements with child/ren/hood. Discourse: Studies in the Cultural Politics of Education, 3(5), 739–753.Google Scholar
  28. Payne, P. (2017). An ecophenomenology of children’s experience in the Anthropocene: Theory building and research development. In M. Fleer & B. van Oers (Eds.), International handbook on early childhood education (pp. 117–162). Dordecht, The Netherlands: Springer.Google Scholar
  29. Pedersen, H., & Pini, B. (2017). Educational epistemologies and methods in a more-than-human world. Educational Philosophy and Theory, 49(11), 1051–1054.CrossRefGoogle Scholar
  30. Quinn, J. (2013). Theorizing learning and nature: Post-human possibilities and problems. Gender and Education, 25(6), 738–753.CrossRefGoogle Scholar
  31. Reid, A., & Payne, P. (2013). Handbooks of environmental education research: For further reading and writing. In R. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International handbook of research on environmental education (pp. 529–541). New York, NY: Routledge.Google Scholar
  32. Reinertsen, A. (2016). Becoming earth: A new materialism turn in educational discourses collapsing nature culture divides or greenish post-athroposcene humanities. In A. Reinertsen (Ed.), Becoming earth: A post human turn in educational collapsing nature/culture divides (pp. 1–14). Rotterdam, The Netherlands: Sense.CrossRefGoogle Scholar
  33. Reinertsen, A. (2017). The a/un/grammatical child/hood/s and writing: Nature/culture edusemiotic entangling with affective outside encounters and sustainability events to come. Qualitative Inquiry, 23(3), 240–248.CrossRefGoogle Scholar
  34. Simms, E. (2008). The child in the world: Embodiment, time, and language in early childhood. Detroit, MI: Wayne State University Press.Google Scholar
  35. Snaza, N., & Weaver, J. (2015). Posthumanism and educational research. New York, NY: Routledge.Google Scholar
  36. St. Pierre, E. (2016). The empirical and the new empiricisms. Cultural Studies – Critical Methodologies, 16(2), 99–110.CrossRefGoogle Scholar
  37. Taylor, A., & Giugni, M. (2012). Common worlds: Reconceptualizing inclusion in early childhood communities. Contemporary Issues in Early Childhood, 13(2), 108–119.CrossRefGoogle Scholar
  38. Taylor, A., & Pacinin-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society, 23, 507–529.CrossRefGoogle Scholar
  39. Toadvine, T. (2009). Merleau-Ponty’s philosophy of nature. Evanston, IL: Northwestern University Press.Google Scholar
  40. Whatmore, S. (2006). Materialist returns: Practising cultural geography in and for a more-than-human world. Cultural Geographies, 13, 600–609.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of ReginaReginaCanada

Section editors and affiliations

  • Paul Hart
    • 1
  1. 1.Science EducationUniversity of ReginaReginaCanada

Personalised recommendations