Frictional Matterings: (Re)thinking Identity and Subjectivity in the Coming-to-Be of Literacies

Autor/inn/en	Kuby, Candace R.; Price, Erin; Gutshall Rucker, Tara
Titel	Frictional Matterings: (Re)thinking Identity and Subjectivity in the Coming-to-Be of Literacies
Quelle	In: Contemporary Issues in Early Childhood, 23 (2022) 3, S.286-301 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14639491221117550
Schlagwörter	Humanism; Feminism; Minority Groups; Early Childhood Education; Educational Philosophy; Self Concept; Bias; Educational Theories; Educational Environment; Literacy Education; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Humanismus; Feminismus; Ethnische Minderheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsphilosophie; Erziehungsphilosophie; Selbstkonzept; Educational theory; Theory of education; Bildungstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The authors take up the guest editors' invitation to address the difference that posthumanist and feminist 'new' materialist theories make and why this matters politically and ethically. Alongside events from an early childhood (kindergarten) classroom, the authors engage with current conversations which build on and extend Kimberlé Crenshaw's theory of intersectionality with post-philosophies by scholars who identify as Black feminist, Women of Colour feminist, queer theorist, Chicana and/or Indigenous scholars. In an iterative, slow thinking-making-with-reading, this contemplation brings intersectionality and post-philosophies into conversation to explore diffractive-affirmative possibilities for social and curricular (re)shapings. The authors create a philosophical playground to think "identity" and "subjectivity" when engaging with these theories both with/in classroom events and with/in their own co-constituted scholarly and teacherly becomings. The authors set forth several potentially generative frictions in teaching and researching environments. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01