This book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting and inseparable realities of the ‘material’ and the ‘discursive’ are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.

This book draws attention to the urgent need for early childhood education to critically encounter and pedagogically respond to the entanglements of environmentally damaged places, anti-blackness, and settler colonial legacies. Drawing from the author’s multi-year participatory action research with educators and children in suburban settings, the book highlights Indigenous presences and land relations within ongoing settler colonialism as necessary, yet often ignored, aspects of environmental education. Chapters discuss topics such as: geotheorizing in a capitalist society, absences of Black place relations, and unsettling unquestioned Western assumptions about nature education. Rather than offer prescriptive solutions, this book works to broaden possibilities and bolster the conversation among teachers and scholars concerned with early years environmental education.

This book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting and inseparable realities of the ‘material’ and the ‘discursive’ are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.

Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured all the way down from what counts as ‘data’, ‘tools’, ‘instruments’, ‘transcription’, research sites’, ‘researchers’, to notions of responsibility and accountability in qualitative research. Through a series of vignettes involving complex human and more-than-human collaborators (e.g., GoPros, octopus, avatars, diaries, sackball, LEGO bricks), the authors challenge who and what can be playful and creative across contexts in the global north and global south. The diffractive methodology enacted interrupts Western developmental notions of agency that are dominant in research involving young children. The concept of ‘postdigital’ offers fresh opportunities to disrupt dominant understandings of children’s play. Play emerges as an enigmatic and shape-shifting human and more-than-human agentic force that operates beyond digital/non-digital, online/ offline binaries. By attuning to race, gender, age and language, invisible and colonising aspects of postdigital worldings the authors show how global education research can be reimagined through a posthumanist decentering of children without erasure. Postdigital Play and Global Education puts into practice Karen Barad’s agential realism, but also a range of postdevelopmental and posthumanist writings from diverse fields. The book will be of particular interest to researchers looking for guidance to enact agential realist and posthumanist philosophies in research involving young children.

In Conversation with Karen Barad: Doings of Agential Realism is an accessible introduction to Karen Barad’s agential realist philosophy. The authors take on a unique approach to involve the readers in in/formal conversations between Karen, postgraduate and other researchers at a research event held in 2017 at Cape Town, South Africa. It features chapters that have been contributed by seminar delegates and organisers, which put forth the continuing impact that Karen Barad has had on their empirical work, research writing and drawing practices. The text further discusses the ethical and political significance of Karen’s work, especially in the context of de/colonizing South African higher education. The chapters offer a series of worked posthumanist pedagogical examples and describe how a research seminar was organised differently and more in line with Baradian radical philosophy. At its heart, this book makes a methodological and pedagogical contribution to the surge in literature on agential realism, whilst simultaneously challenging dominant research binaries and arguing for a more egalitarian way of working together in knowledge-creation by troubling human and more-than-human hierarchies. The book’s uniqueness is further fortified through its description of in/formal conversations, which are diffracted through chapters, a doing of agential realism to reconfigure relationships between lecturer and student, expert and novice, supervisor and supervised, researcher and research participants. These radical conversations are dis/continuing. This book will be invaluable for students and individuals interested in advancing their understanding of agential realism and Karen Barad’s influence at large, as well as students and scholars interested in postqualitative methods in all disciplines.

This collection, which centres on the academic as teacher, grew out of the moment of unprecedented change that COVID-19 brought to the world in 2020, when our daily routine of teaching and learning was disrupted. Many of the chapters have a strongly narrative core, recounting the iterative, emergent and imperfect process of designing online courses for Emergency Remote Teaching (ERT). Told to and for other teachers, these stories matter because they transform experience – through reflection – into learning. This work thus contributes to emerging scholarship on pedagogy and disruption in higher education, with a specific focus on the Global South and the ongoing need for contextually relevant, transformative teaching at universities. Animating the collection is the question that preoccupied us during the pandemic: When all this is over, how do you want your teaching to be different? The authors take stock of what, as lecturers, we want to take with us from ERT and what we might want to leave behind – and work to collectively imagine new possibilities for teaching and learning along the continuum from face-to-face to blended, to fully online. This volume is an opportunity for us to keep sharing our innovations and reflecting on the shifts in teaching, learning, course design and assessment practices that occurred during COVID-19 and continue to reverberate beyond. Read together, the studies collected in this volume shed light on the broad and complex ecologies of pedagogic agency, frailty and resilience within which lecturers function as teachers in higher education in the South African context. They offer ideas born out of disruption that aim to support lecturers in similar contexts in developing a more just and equitable higher education. “Of the hundreds of new publications on pedagogy, politics and pandemics, this is easily one of the best available on innovation in higher education inside and since the disruption of those times. The power of reflection and the wisdom of practice combine to ensure the longevity of this remarkable text for university students, teachers and researchers alike. Simply outstanding work!” - Prof. Jonathan Jansen, Distinguished Professor, Stellenbosch University “Pedagogic Innovation Beyond Disruption provides a fascinating reflective perspective by educators in higher education on adapting their practices to manage teaching and learning online during the pandemic. The chapters in the book offer a rich tapestry of strategies and approaches that showcase how educators moved beyond a mere transfer of traditional teaching methods to an online format to ensure that their students remained engaged in their learning and felt cared for and supported online. As such, this book provides a thought-provoking and comprehensive exploration of innovative teaching and learning possibilities in higher education during the unprecedented disruption of the pandemic conditions.” - Dr Jennifer Feldman, Faculty of Education, Stellenbosch University

This book explores the educational dimension of people’s engagement with the ocean. Across formal, informal, and nonformal learning contexts, it examines how experiences of the ocean and ‘blue spaces’ help us to understand ourselves, others, and our place within the natural environment, and the place of the ocean in our sociocultural and political life. Drawing on creative projects from around the world, the book introduces topics as diverse as ocean sailing, migrants’ experiences of learning to surf, experiencing seascapes through sounds, and the importance of fostering connections with the sea. It provides examples of innovative teaching and learning practices, and the pedagogical possibilities that engagement with the ocean offers to outdoor studies scholars and practitioners in terms of education, and the enhancement of our well-being and the environment. This is fascinating reading for advanced students, researchers, teachers, and educational practitioners with an interest in outdoor studies, experiential and outdoor learning, leisure and recreation studies, environmental studies, or geography.

A fully updated and revised edition of the book USA Today called "jim-dandy pop history," by the bestselling, American Book Award–winning author "The most definitive and expansive work on the Lost Cause and the movement to whitewash history." —Mitch Landrieu, former mayor of New Orleans From the author of the national bestseller Lies My Teacher Told Me, a completely updated—and more timely than ever—version of the myth-busting history book that focuses on the inaccuracies, myths, and lies on monuments, statues, national landmarks, and historical sites all across America. In Lies Across America, James W. Loewen continues his mission, begun in the award-winning Lies My Teacher Told Me, of overturning the myths and misinformation that too often pass for American history. This is a one-of-a-kind examination of historic sites all over the country where history is literally written on the landscape, including historical markers, monuments, historic houses, forts, and ships. New changes and updates include: • a town in Louisiana that was the site of a major but now-forgotten enslaved persons' uprising • a totally revised tour of the memory and intentional forgetting of slavery and the Civil War in Richmond, Virginia • the hideout of a gang in Delaware that made money by kidnapping free blacks and selling them into slavery Entertaining and enlightening, Lies Across America also has a serious role to play in contemporary debates about white supremacy and Confederate memorials.

As the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children’s relations with weather as a vital way of connecting with and responding to wider climate concerns.

Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectively motivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work. All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions—gender, culture, race—they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.