Decolonizing place in early childhood education / Fikile Nxumalo.
نوع المادة : نصاللغة: الإنجليزية الناشر:New York, NY : Routledge, 2019وصف:xvi, 160 pages : illustrations ; 23 cmنوع المحتوى:- text
- unmediated
- volume
- 9781138384538 (pbk. : alk. paper)
- LB1139.5.S35 N97 2019
نوع المادة | المكتبة الحالية | رقم الطلب | رقم النسخة | حالة | تاريخ الإستحقاق | الباركود | |
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كتاب | UAE Federation Library | مكتبة اتحاد الإمارات General Collection | المجموعات العامة | LB1139.5.S35 N97 2019 (إستعراض الرف(يفتح أدناه)) | C.1 | Library Use Only | داخل المكتبة فقط | 30020000048597 | ||
كتاب | UAE Federation Library | مكتبة اتحاد الإمارات General Collection | المجموعات العامة | LB1139.5.S35 N97 2019 (إستعراض الرف(يفتح أدناه)) | C.2 | المتاح | 30020000112201 |
Browsing UAE Federation Library | مكتبة اتحاد الإمارات shelves, Shelving location: General Collection | المجموعات العامة إغلاق مستعرض الرف(يخفي مستعرض الرف)
LB1139.5.S35 J64 2019 Developing creativity and curiosity outdoors : how to extend creative learning in the early years / | LB1139.5.S35 N87 2019 Nurturing nature and the environment with young children : children, elders, Earth / | LB1139.5.S35 N87 2019 Nurturing nature and the environment with young children : children, elders, Earth / | LB1139.5.S35 N97 2019 Decolonizing place in early childhood education / | LB1139.5.S35 N97 2019 Decolonizing place in early childhood education / | LB1139.5.S35 S84 2020 STEM in early childhood education : how science, technology, engineering, and mathematics strengthen learning / | LB1139.5.S35 S84 2020 STEM in early childhood education : how science, technology, engineering, and mathematics strengthen learning / |
Includes bibliographical references and index.
Refiguring presences -- Unsettling forest encounters -- Restorying garden relations -- Geotheorizing place relations -- Living with bee death -- Inhabiting a black anthropocene.
"The volume draws from Nxumalo's sustained engagement with early years research sites and practice in settler colonial contexts. A lively transdisciplinary dialogue is enacted through concrete examples that reconfigure children's messy entanglements with the more than human, including mountains, fallen trees, bees, worms and gardens. Chapters are anchored around new theoretical and methodological frames, such as refiguring presence, geotheorizing, and testifying-witnessing. Each frame is a call to action to meticulously destabilize the damaging logics of settler colonial anthropocentrism. While holding space for the many promises of posthumanist and more-than-human perspectives, Nxumalo confronts their limitations for resolving the persistent Western appropriation of Indigenous world making and place relations. The standout final chapter proposes an ethico-ontological framework for nuanced, contingent alliances among Black and Indigenous pedagogies that tackles questions of (de)coloniality across transits of empire"-- Provided by publisher.