Curious Hybrids: Creating "Not-Quite" Beings to Explore Possible Childhoods

Autor/in	Knight, Linda
Titel	Curious Hybrids: Creating "Not-Quite" Beings to Explore Possible Childhoods
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 5, S.680-693 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1075706
Schlagwörter	Parent Child Relationship; Adults; Young Children; Interpersonal Communication; Discourse Analysis; Imagination; Early Childhood Education; Self Concept; Freehand Drawing; Art Activities; Qualitative Research; Inquiry; Fantasy + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühe Kindheit; Interpersonale Kommunikation; Diskursanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstkonzept; Drawing; Zeichnen; Künstlerische Tätigkeit; Qualitative Forschung; Fantasie
Abstract	Communications between adults and young children can expose different ideas and opinions. Adults and children have different capacities to speak, these discursive spaces can become filled with assumptions, stereotyping and conventional thinking about power and agency. If communication shifts away from the purely discursive, what might be exposed about the explorations, investigations and fantasies adults and children indulge in? Some time ago my young daughter obsessively drew hybrid beings. Created from mixtures of animal, object, human and creature forms, these beings, which are "not-quite", are becoming, able to transform via myriad mutations. We agreed to collaborate and draw additional hybrid beings to experiment with becoming-other through complex entanglements of forms, to complicate, morph and (trans)form from our human selves to hybrid others. The "not-quite-ness" of our monstrous hybrids subvert the conventions of "being" and prompt contemplations about childhood subjectivities, identities, conventionalities and actively interrogate the assumptive knowledges and subjectifications that are held about young children in early childhood professional and academic systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01