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ERIC Number: EJ1231853
Record Type: Journal
Publication Date: 2019-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0028-8276
EISSN: N/A
A Posthumanist Perspective on Caring in Early Childhood Teaching
Warren, Alison
New Zealand Journal of Educational Studies, v54 n2 p261-275 Nov 2019
Caring occupies a contested space in early childhood teaching. Caring is valued as crucial to children's physical and emotional wellbeing but, at the same time, it is undervalued as separate from education and more difficult to measure. This article argues for reconceptualising care as complex, dynamic, problematic, political, and assembled in affective flows among human and other-than-human components. Concepts from writing of Deleuze, and Deleuze and Guattari are used in a concept-as-method approach using a vignette from a research study of emotions in early childhood teaching. Rhizoanalysis involves mapping affective flows at the same time as tracing constraints within assemblages as means to critique and innovate from within entanglements of an early childhood setting. A cartographic approach using Deleuzian concepts of sense, paradox, and nonsense is used to explore how language expresses sense of caring beyond what can be denoted, manifested, or signified in statements by an early childhood teacher.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A