GoPro(blem)s and Possibilities: Keeping the Child Human of Colour in Play in an Interview

Autor/inn/en	Murris, Karin; Peers, Joanne
Titel	GoPro(blem)s and Possibilities: Keeping the Child Human of Colour in Play in an Interview
Quelle	In: Contemporary Issues in Early Childhood, 23 (2022) 3, S.332-355 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murris, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14639491221117219
Schlagwörter	Children; Humanism; Realism; Play; Educational Research; Interviews; Foreign Countries; Minority Groups; Racism; Attitudes toward Disabilities; Colonialism; Bias; Research Methodology; Politics of Education; South Africa + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Humanismus; Realismus; Spiel; Bildungsforschung; Pädagogische Forschung; Interviewing; Interviewtechnik; Ausland; Ethnische Minderheit; Rassismus; Kolonialismus; Research method; Forschungsmethode; Educational policy; Bildungspolitik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In response to the call for papers for this special issue and the questions it poses, the authors show how the ontological posthumanist shift of agential realism does not erase but keeps the child human of colour in play, despite the inclusion of the other-than-(Adult)human in its methodologies. Through a montaging technique, the authors explore the philosophical complexity of 'decentering without erasure' by re-turning to data from a large international research project -- Children, Technology and Play (2019-2020). Through an agential realist reading of interview data 'of' 'seven-year-old' Henry when visiting him at home in an informal settlement in Cape Town, they show "what else is going on," and the politically radical and subtle philosophical difference this makes for reconfiguring child subjectivity. To do more justice to the complexity of reality, the analysis bounces around like Henry's sack ball and zooms in on the role apparatuses such as GoPros play in research. The authors 'follow the child' literally but differently, without excluding or erasing the more-than-(Adult)human. In meeting Henry, they also meet Eshal, who introduces the GoPro(blem). By diffractively reading Karen Barad's scholarship through visual and aural texts, the authors respond to the question of how posthumanist research makes a difference to childhood studies. They show how the agential realist move(ment) from Object and Subject to Phenomenon explodes ageist, ableist, racist, extractive and settler-colonial logics in education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01