Diffractive companions: Rethinking dominant ways of knowing with Bush Kinder
Abstract
This article explores small-situated knowledges drawn from the pedagogical narrations generated with/in/through post qualitative inquiry. Drawing on post foundational (critical post humanist, common worlds and feminist new materialist) theoretical perspectives, I (re)story encounters with diffractive companions (people, place, materials and more-than-human others) and argue that by troubling essentialised, developmental and romantic conceptions of the benefits of nature for normative child development we can story disability and inclusion in Early Childhood Education otherwise.
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Published
2024-12-30
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Articles (Peer Reviewed Research)
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