Föränderlig tillblivelse : figurationen av det posthumana förskolebarnet

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Föränderlig tillblivelse : figurationen av det posthumana förskolebarnet


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Publication Doctoral Thesis
Title Föränderlig tillblivelse : figurationen av det posthumana förskolebarnet
Author Lindgren, Therese
Date 2018
English abstract
In a time when the pursuit of equivalent quality is high on the Swedish ECEC (Early Childhood Education and Care) policy agenda, teachers’ responsibilities for evaluating educational practice, based on documentations of individual children’s development and learning, is emphasised. To aid teachers in this work, the Swedish National Agency of Education published and distributed a support material promoting ‘pedagogical documentation’ as a tool and a method for documentation and evaluation, framed within a so called postconstructionist/posthumanist theoretical framework. In the support material, the (social) constructionist approach, previously associated with the tool pedagogical documentation, is criticised for having an excessive focus on interpersonal interaction and the constitutive power of language. Instead, an understanding of the world that acknowledges the force and impact of nonhuman subjects and material objects on children’s subjectification and knowledge construction is called for. The theoretical ideas that are expressed in the support material corresponds to what broadly has been explained as a “material” turn in the humanities and social sciences. Against the backdrop of the alleged material turn, not only is the superior position of language being questioned, but also the unique and ontologically superior position of the human mind. The theoretical stance taken by the National Agency of Education can be considered unique and raises questions concerning the meaning and aim of theoretical intervention through research and policy, and of its subsequent consequences. The overall aim of the dissertation is to critically examine the figuration of the posthuman child in both a Swedish and international context of early childhood education. Part of this work involves investigating how posthumanist concepts and ideas travel, how they are picked up in policy and how posthumanist theory is being translated to fit the framework of early education. This inquiry concerns fundamental questions about the making of the preschool child in the intersection between educational research, educational policy and pedagogical practice. In the different studies of the dissertation, Claudia Castañeda's (2003; 2014) interpretation of the concept "figuration" is being used as an analytical tool for “unpacking” the practices, knowledge and meanings, that are built into the posthuman child as figure.
DOI https://doi.org/10.24834/9789171049476 (link to publisher's fulltext.)
Publisher Malmö universitet, Fakulteten för lärande och samhälle
Series/Issue Malmö Studies in Educational Sciences;83
ISSN 1651-4513
ISBN 9789171049469
Pages 153
Language swe (iso)
Subject Early childhood education
pedagogical documentation
new materialism
the history of ideas of early childhood education
early education policy
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Included papers
  1. I. Lindgren, Therese. The Figuration of the Posthuman Child. Accepterad i Discourse: Studies in the Cultural Politics of Education, Juli 2018.

  2. II. Lindgren, Therese & Sjöstrand Öhrfelt Magdalena (in print). Fabricating the Posthuman Child in ECEC. Philosophy of Education Yearbook, 2017.

  3. III. Lindgren, Therese & Sjöstrand Öhrfelt, Magdalena. On the Educable Child: Orphans of our common worlds. Accepterad I Educational Theory, Maj 2018.

  4. IV. Licentiatuppsats. Lindgren, Therese. (2015). Bland Dokumentation, Reflektioner och Teoretiska Visioner: Idéer och diskurser om hur barn skapar mening i förskolan. Malmö: Malmö högskolan.

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