دانلود کتاب Children and the Power of Stories: Posthuman and Autoethnographic Perspectives in Early Childhood Education (Children: Global Posthumanist Perspectives and Materialist Theories)

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Preface\nAcknowledgments\nContents\nEditors and Contributors\n1 Storytelling the Multiple Self: Posthuman Autoethnography as Critical Praxis\n 1.1 Not Fixed\n 1.2 Not Me\n 1.3 Not Mine\n 1.4 Not Linear\n 1.5 Not Narrative\n 1.6 Not One\n References\n2 Storying into Resistance: The Use of Purposeful Placement Stories\n 2.1 Introduction\n 2.2 Storying our Existence\n 2.2.1 Insistence of Stories\n 2.2.2 Storying into Resistance\n 2.3 Connecting\n References\n3 The Green Foam Ring and the Sleeping Girl Who Wasn’t Tired: A Posthuman Story of Care\n 3.1 Introduction\n 3.2 From What Things Mean to What Things Do\n 3.3 Feminist Care Ethics and Posthumanism\n 3.4 Care and Morality—Like Hand in Glove?\n 3.5 Conclusion\n References\n4 Storying Observations of a Cardboard Book Through Sticky Micro-moments: Bag-Lady-Carrier-Bag Practices and Memory Stories\n 4.1 Introduction\n 4.2 Ethics Through Sitting on the Floor Making Notes\n 4.3 Micro-moments and Sticky Stories\n 4.4 Storying as a Bag-Lady in Her Carrier-Bag in ECEC Research\n 4.5 Memory Stories\n 4.6 Continue the Search for Differences Through Continuous Storying\n References\n5 From Multispecies Tangles and Anthropocene Muddles: What can Lichen Teach Us about Precarity and Indeterminacy in Early Childhood?\n 5.1 Introduction\n 5.2 Reshaping the World\n 5.3 A Pause for Thought, a Time to Feel\n 5.4 Becoming Flâneuse: Walking as Accidental Method\n 5.5 The (Im)possibilities of Multispecies Flourishing and Researching (with) Children\n 5.6 The Everyday Art of Noticing Lichen\n 5.7 Precarity: The Frontline for the Essential Early Childhood Educator\n 5.8 The Moral Depravity of Global Capitalism\n References\n6 Storyplay Time at School: Neoliberal and Neocolonial Assemblages in Early Childhood Education\n 6.1 Prologue\n 6.2 Introduction\n 6.3 Storied Place as Assemblage\n 6.3.1 The Banks of the River\n 6.4 The Assemblage as Rhizomatic Thought\n 6.5 How Does the Performance of P4C in This Place with These Children Come to Matter as a Neoliberal and Neocolonial Act?\n 6.6 CODA\n References\n7 Storying Other Than the Neoliberal Criticism—Cause I Have a Hunch of Something Being Wrong Here\n 7.1 Introduction\n 7.2 Therefore, I Write\n 7.3 When Educating Teachers Has Become Leadership Training\n 7.4 The Art of not Knowing\n 7.5 Writing Ethicized Realisms; Autoethnographic Habit-Challenging Writing as My Conquering Strategy\n 7.6 The Image of the Rhizome and/as Writing\n 7.7 A Post-representative Translocal and Heterotopic Guide: Organizational Learning Through Dissolution of Order\n 7.8 Bringing Back the Child: Crying My Eyes Out Over What Pedagogics Has Been Reduced to\n References\n8 Nick-Storying and the Body’s Immersion and Participation in the World: Forming Aggregates for Early Childhood Education\n 8.1 Introduction\n 8.2 Nick-Storying\n 8.3 What is in the Nature of the Body?\n 8.4 Body as a Series of Open-Ended Systems\n 8.5 Body as Immersed in the Always Forward Movement of Time\n 8.6 The Biology of the Body is to Live\n 8.7 Nick-Storying as a Practice for Forming Aggregates to Invent Ways to Live in Early Childhood Education\n 8.8 How Could the World Be?\n References\n9 Stories, Places: Storied Place and Placed Story\n 9.1 Introduction\n 9.2 The School as Storied and Storified Place\n 9.2.1 The Hospitable and Inhospitable\n 9.2.2 Power as In-Formation\n 9.3 Some Final Thoughts\n References\n10 An Ethics of Flourishing: Storying Our Way Around the Power/Potential Nexus in Early Childhood Education and Care\n 10.1 Introduction\n 10.2 The Potential/Power Nexus of Education\n 10.3 Growing up in Every Which Way\n 10.4 An Ethics of Flourishing in ECEC\n 10.5 Grafting Power and Potential\n References\nAfterword\nOne Final Story (for now at least)\n References\nIndex