Titlebook: Intimately Situated Stories of Place; Activating Place-Cen Iris Berger Book 2024 The Editor(s) (if applicable) and The Author(s), under exc

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Critical Cultural Studies of Childhoodhttp://image.papertrans.cn/i/image/476466.jpg

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https://doi.org/10.1007/978-3-031-63034-7Place-based pedagogy; pedagogy; Indigenous early education; early childhood education; place; situated st

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Introduction,aw & Taylor, 2015; Somerville, 2010; Peterson & Friedrich, 2022), and for good reasons! As Somerville (2010) reminds us, we are always writing from the multiple and contested places we inhabit (and occupy). Writing on the unceded traditional territories and lands of the xʷməθkʷəy̓əm (Musqueam), Sḵwx

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The Intricacies and Intimate Events of Out-of-Place More-than-Human Touching in Early Childhoodxplored the intra-active relationships between bodies, places, and spaces centring on touch as a way to re-figure care through the prism of Feminist New Materialist theory. The chapter engages with the tensions and prickliness of touch when narratives from the study are juxtaposed with UK early chil

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[Everything Has Its Spirit]: Embracing Vietnamese Ontology in Understanding the Child’s Worldsllustrates how embracing this Vietnamese ontology of relatedness supports seeing and interpreting the ways that Duong, a four-year-old child, interacted with objects in his everyday narratives at his preschool in Vietnam. The chapter concludes with a pedagogic suggestion for educators to embrace thi

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How Play Constructs Children’s Sense of Place-Belonging in the Everyday Life of Pre-primary-School Egued that the concept of belonging includes place belonging and that people, cultures, spaces, and material objects can be seen as affecting children’s sense of belonging. The author considers the role of play in creating a sense of place-belonging through attending to children`s everyday play situa

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Emplacing an Intergenerationally Sustainable, Mutually Caring Communication with Children in a Danisn a forest project in Denmark. It introduces a psychologically grounded research approach that proposes mutual learning and collaboration between the researcher, professionals, parents, children, and the forest’s vital forces. The aim is to propel place-relevant, situated theoretical and practical k

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Provoking Decolonizing Pedagogies of Placeunceded, traditional, ancestral homelands of the hən̓q̓əmin̓əm̓ speaking xʷməθkʷəy̓əm (Musqueam) people. The pedagogical practices are complicated by the context: the land, the forest, and the surrounding communities, where ideas, theories, policies, activism, humans, other-than-human, and forces su

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