國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning with damaged colonial place...

Giorza, Theresa Magdalen.

Learning with damaged colonial placesposthumanist pedagogies from a Joburg preschool /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning with damaged colonial placesby Theresa Magdalen Giorza.
其他題名:	posthumanist pedagogies from a Joburg preschool /
作者:	Giorza, Theresa Magdalen.
出版者:	Singapore :Springer Singapore :2021.
面頁冊數:	xix, 181 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Early childhood educationSouth Africa
電子資源:	https://doi.org/10.1007/978-981-16-1421-7
ISBN:	9789811614217$q(electronic bk.)

Learning with damaged colonial placesposthumanist pedagogies from a Joburg preschool /
Giorza, Theresa Magdalen.

Learning with damaged colonial placesposthumanist pedagogies from a Joburg preschool /[electronic resource] :by Theresa Magdalen Giorza. - Singapore :Springer Singapore :2021. - xix, 181 p. :ill., digital ;24 cm. - Children,2523-3408. - Children..

1 Children's pedagogies: Fool's gold and the rush for readiness. The arts in early learning. Artists working with children -- 2 Running a preschool instead of a shop: The economics of early childhood provision in South Africa. Stories about a Johannesburg not-for-profit preschool -- 3 Teaching is research is learning: Legacies of Reggio Emilia and Philosophy with Children. Enquiry based learning, atelieristas and documentations. A/r/tography. Making photos, creating video, re-working data/creata -- 4 Naming and nont-naming: Thresholds of literacy. Opening the doors of literacy. Teaching as welcoming -- 5 Taking fantasy out of the corner: Sensory worlds and the imagination. The importance of nonsense -- 6 Park-ing: Public spaces renegotiated. Toxic landscapes and influx control -- 7 Possibilities of becoming public. Empyting the prison of childhood.

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.

ISBN: 9789811614217$q(electronic bk.)

Standard No.: 10.1007/978-981-16-1421-7doiSubjects--Topical Terms:

892988
Early childhood education
--South Africa

LC Class. No.: LB1139.3.S6 / G56 2021

Dewey Class. No.: 372.2109682215

Learning with damaged colonial placesposthumanist pedagogies from a Joburg preschool /
LDR:03366nmm a2200325 a 4500 001 599014
003 DE-He213
005 20210510145634.0
006 m d
007 cr nn 008maaau
008 211025s2021 si s 0 eng d
020 $a 9789811614217$q(electronic bk.)
020 $a 9789811614200$q(paper)
024 7 $a 10.1007/978-981-16-1421-7 $2 doi
035 $a 978-981-16-1421-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1139.3.S6 $b G56 2021
072 7 $a JNLA $2 bicssc
072 7 $a EDU023000 $2 bisacsh
082 0 4 $a 372.2109682215 $2 23
090 $a LB1139.3.S6 $b G499 2021
100 1 $a Giorza, Theresa Magdalen. $3 892987
245 1 0 $a Learning with damaged colonial places $h [electronic resource] : $b posthumanist pedagogies from a Joburg preschool / $c by Theresa Magdalen Giorza.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2021.
300 $a xix, 181 p. : $b ill., digital ; $c 24 cm.
490 1 $a Children, $x 2523-3408
505 0 $a 1 Children's pedagogies: Fool's gold and the rush for readiness. The arts in early learning. Artists working with children -- 2 Running a preschool instead of a shop: The economics of early childhood provision in South Africa. Stories about a Johannesburg not-for-profit preschool -- 3 Teaching is research is learning: Legacies of Reggio Emilia and Philosophy with Children. Enquiry based learning, atelieristas and documentations. A/r/tography. Making photos, creating video, re-working data/creata -- 4 Naming and nont-naming: Thresholds of literacy. Opening the doors of literacy. Teaching as welcoming -- 5 Taking fantasy out of the corner: Sensory worlds and the imagination. The importance of nonsense -- 6 Park-ing: Public spaces renegotiated. Toxic landscapes and influx control -- 7 Possibilities of becoming public. Empyting the prison of childhood.
520 $a 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.
650 0 $a Early childhood education $z South Africa $z Johannesburg. $3 892988
650 0 $a Teaching. $3 179798
650 1 4 $a Early Childhood Education. $3 758399
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Curriculum Studies. $3 274574
650 2 4 $a Philosophy of Education. $3 277181
650 2 4 $a Creativity and Arts Education. $3 760068
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Children. $3 848709
856 4 0 $u https://doi.org/10.1007/978-981-16-1421-7
950 $a Social Sciences (SpringerNature-41176)