Unsettling the Colonial Places and Spaces of Early Childhood Education [Paperback]

Unsettling the Colonial Places and Spaces of Early Childhood Educationuncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.

Series Editor Introduction

Introduction: Unsettling the Colonial Places and Spaces of Early Childhood Education in Settler Colonial Societies

Affrica Taylor, University of Canberra

Veronica Pacini-Ketchabaw, University of Victoria

Chapter 1: Forest Stories: Restorying Encounters with Natural Places in Early Childhood Education

Fikile Nxumalo, University of Victoria

Chapter 2: Unsettling pedagogies through common world encounters: Grappling with (post)colonial legacies in Canadian forests and Australian bushlands

Veronica Pacini-Ketchabaw, University of Victoria

Affrica Taylor, University of Canberra

Chapter 3: The fence as technologl#µ