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Orphans of Our Common Worlds
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0001-5212-3350
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0003-4230-4216
2019 (English)In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 69, no 3, p. 283-303Article in journal (Refereed) Published
Abstract [en]

In this article, Therese Lindgren and Magdalena Sjöstrand Öhrfelt compare two discourses that have been influential in the field of early education: the social‐economic and the posthumanist. Studying how the young educable child is articulated in these seemingly contradictory discourses, Lindgren and Sjöstrand Öhrfelt have found that the discourses not only overlap, but, to some extent, they also reinforce each other. Both discourses depict the future as precarious, and along with identifying deficiencies of our time, they seek to justify the need for early intervention in terms of education. The young child is portrayed, on the one hand, as not‐yet‐realized human capital and, on the other, as a site for change and new beginnings. That is, the child figures as the key to a better and more sustainable world. In both discourses, early childhood education and care (ECEC) is depicted as an emancipating project, detaching the child from the child's social and cultural contexts and historical past, making the young educable child an “orphan.”

Place, publisher, year, edition, pages
John Wiley & Sons, 2019. Vol. 69, no 3, p. 283-303
Keywords [en]
early childhood education and care (ECEC), policy analysis, articulation, posthumanism, social‐economic discourse
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-17785DOI: 10.1111/edth.12369ISI: 000505315500002Scopus ID: 2-s2.0-85077267320OAI: oai:DiVA.org:mau-17785DiVA, id: diva2:1454100
Available from: 2020-07-14 Created: 2020-07-14 Last updated: 2024-02-05Bibliographically approved
In thesis
1. Föränderlig tillblivelse: figurationen av det posthumana förskolebarnet
Open this publication in new window or tab >>Föränderlig tillblivelse: figurationen av det posthumana förskolebarnet
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In a time when the pursuit of equivalent quality is high on the Swedish ECEC (Early Childhood Education and Care) policyagenda, teachers’ responsibilities for evaluating educational practice, based on documentations of individual children’sdevelopment and learning, is emphasised. To aid teachers in this work, the Swedish National Agency of Education published anddistributed a support material promoting ‘pedagogical documentation’ as a tool and a method for documentation and evaluation,framed within a so called postconstructionist/posthumanist theoretical framework. In the support material, the (social)constructionist approach, previously associated with the tool pedagogical documentation, is criticised for having an excessive focuson interpersonal interaction and the constitutive power of language. Instead, an understanding of the world that acknowledges theforce and impact of nonhuman subjects and material objects on children’s subjectification and knowledge construction is called for.The theoretical ideas that are expressed in the support material corresponds to what broadly has been explained as a “material” turnin the humanities and social sciences. Against the backdrop of the alleged material turn, not only is the superior position oflanguage being questioned, but also the unique and ontologically superior position of the human mind. The theoretical stance takenby the National Agency of Education can be considered unique and raises questions concerning the meaning and aim of theoreticalintervention through research and policy, and of its subsequent consequences.The overall aim of the dissertation is to critically examine the figuration of the posthuman child in both a Swedish and internationalcontext of early childhood education. Part of this work involves investigating how posthumanist concepts and ideas travel,how they are picked up in policy and how posthumanist theory is being translated to fit the framework of early education. Thisinquiry concerns fundamental questions about the making of the preschool child in the intersection between educational research,educational policy and pedagogical practice. In the different studies of the dissertation, Claudia Castañeda's (2003; 2014)interpretation of the concept "figuration" is being used as an analytical tool for “unpacking” the practices, knowledge and meanings,that are built into the posthuman child as figure.

Place, publisher, year, edition, pages
Malmö universitet, Fakulteten för lärande och samhälle, 2018. p. 153
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 83
Keywords
Early childhood education, pedagogical documentation, posthumanism, new materialism, figuration, the history of ideas of early childhood education, early education policy
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-7588 (URN)10.24834/9789171049476 (DOI)26303 (Local ID)9789171049469 (ISBN)9789171049476 (ISBN)26303 (Archive number)26303 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2020-07-14Bibliographically approved

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Lindgren, ThereseSjöstrand Öhrfelt, Magdalena

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