Decolonial Water Stories: Affective Pedagogies with Young Children

dc.contributorVillanueva, Marleen
dc.creatorNxumalo, Fikile
dc.date.accessioned2021-01-17T21:12:48Z
dc.date.available2021-01-17T21:12:48Z
dc.date.issued2019-09-12
dc.description.abstractThis article is situated within ongoing efforts in early childhood education to unsettle extractive relations with the more-than-human world and efforts to situate children’s learning within current conditions of environmental vulnerability. The authors discuss some pedagogical and curricular interruptions that emerged from foregrounding Indigenous knowledges and non-anthropocentric modes of learning in an inquiry that focused on young children’s water relations. We focus in particular on the affective resonances that emerged from kindergarten children’s encounters with a creek in Austin, Texas. In conversation with Indigenous feminisms, we discuss these affective encounters in relation to their decolonial potentials. We argue for the mattering of affective pedagogies that nurture nonanthropocentric relations while centering Indigenous land and life.en_US
dc.description.departmentOffice of the VP for Researchen_US
dc.identifier.issn2331-0464
dc.identifier.urihttps://hdl.handle.net/2152/84301
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/11289
dc.language.isoengen_US
dc.relation.ispartofPlanet Texas 2050 - Published Researchen_US
dc.rights.restrictionOpenen_US
dc.subjectaffecten_US
dc.subjectearly childhood educationen_US
dc.subjectwater pedagogiesen_US
dc.subjectIndigenous knowledgeen_US
dc.titleDecolonial Water Stories: Affective Pedagogies with Young Childrenen_US
dc.typeArticleen_US

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