Author Identifier

Mindy Blaise https://orcid.org/0000-0003-2476-9407

Document Type

Journal Article

Publication Title

Pedagogy, Culture, and Society

Publisher

Taylor and Francis

School

School of Education

RAS ID

32114

Funders

Edith Cowan University - Open Access Support Scheme

Comments

Blaise, M., & Hamm, C. (2020). Lively Emu dialogues: activating feminist common worlding pedagogies. Pedagogy, Culture & Society, 1-17. https://doi.org/10.1080/14681366.2020.1817137

Abstract

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times.

DOI

10.1080/14681366.2020.1817137

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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