Pets that have ‘something inside’: the material politics of in/animacy and queer kin within the childhood menagerie

In this paper, we seek to unsettle and extend understandings of what constitutes the contemporary family in Western minority world society and consider the material politics that follow from such a reconceptualization. We do this by offering a situated exploration into the caring relations and shared biographies that routinely evolve between children, other than human animals and toys within the family home. An emergent field of scholarship (Hohti and Tammi 2019; Taylor 2011; Malone 2015) reveals child−animal relations to be charged with various pedagogical and ideological assumptions, which we argue are partly exported to the relations that form between children and their toys. We undertake a close examination of the relationalities between humans and a range of toys as a means to explore the ways in which care and liveliness materialize in childhood play and what this means for our conceptualizations of ‘the family’. We put to work the idea of queer worlding (Haraway 2008; Osgood and Andersen 2019) and animacy (Chen 2012) alongside Puig de la Bellacasa’s (2017, 2011) feminist ethics of care. We then specifically focus on the materiality of robotic toys to illustrate some crucial connectivities and erasures to examine how the queer human−animal and animate−inanimate boundaries are reworked and negotiated in childhood play. These processes create a shift in understanding what matters in children’s lives and how materiality and affective forces co-constitute the posthuman family. This paper engages critically with the ambivalences and tensions that emerge within the domestic menagerie and extend to a planetary scale in ways that are inherently political

Leaping and dancing with digitality : Exploring human-smartphone-entanglements in classrooms

This chapter explores digitality as part of young people’s everyday lives in the Arctic. It is based on two ethnographic studies situated in the political context of the “digital leap”, the governmental and curricular emphasis on digitality in education in Finland. With the more formal “digital leap”, informal engagements and attachments with digitality intertwine, in which students’ own smartphones play an increasingly significant role. The analyses use the notion of entanglement (Barad) to examine how primary school and upper secondary school students emerge in their situated and specific encounters with smartphones in school. The starting points of things, bodies, affect, time and space open up insights to connectivity between young people’s digital activities and global economic networks as well as to the multidirectionality between humans and technologies: while the students access their digital devices, the digitalities also access their users. We suggest that this wilder form of “digital leap” requires reconsidering materiality, affect, and instability of space and time.Peer reviewe

Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens

Children’s Initiatives in the Finnish Early Childhood Education Context

Pedagogical practices in early childhood education, which embrace children’s initiatives and agency, have been found to have an effect on children’s learning and competence skills. These initiatives can be seen crucial for children’s well-being and self-motivation. However, children’s initiatives are sometimes considered only as wants and that children are incapable to express meaningful initiatives in educational settings. In this chapter, we introduce children’s initiatives in their educational settings and examine the gap between children’s experiences and teachers’ observations. Children’s initiatives exist in a myriad of ways through the daily practices and processes that nourish motivation to ultimately create meanings through actions. It is essential to focus on children’s participation as it encourages and promotes agency and motivation within early childhood development.Peer reviewe

Cooking pots, tableware, and the changing sounds of sociability in Italy, 1300–1700

This article considers how the sounds produced by the preparation and consumption of meals in Italy changed between around 1300 and 1700. It argues that by focusing on sound, and by using ecological approaches, we can rediscover obscured connections between different categories of material objects. By examining material and textual evidence for three categories of objects associated with cooking and dining – metalwork, ceramics, and glass – the article traces changes in the material cultures of kitchen and table, and the clear impact these changes had on domestic soundscapes. It considers these sound-producing objects as agents of social interaction, exploring the social relationships they constructed, and the role sound played in those relationships. The article then focuses on the practices of cooking and dining, and the way they shaped the sound of objects. Finally, the article situates objects and social practices within the spatial context of the home, tracing an increasing impetus to manage and control specific types of sound in relation to gender. In the discourse on hospitality, noise came to signify a badly-managed, and therefore morally dubious, household, while silence testified to decorous and authoritative domestic management

The greenhouse effect:multispecies childhood and non-innocent relations of care

Abstract This article examines the relations between human children and other than human animals in a multispecies ethnographic study conducted in an unofficial educational zoo established in a greenhouse in a lower secondary school. The specific focus is on the practices in which the students become responsible carers of animals. The analysis employs the theory of care (de la Bellacasa) and a storytelling approach (Haraway) to develop the concept of multispecies childhood and to offer ways to account for the complexities of lives shared across species

Editorial: Child-animal relations and care as critique

Abstract Childhood scholars have for some time worked toward the idea that instead of being situated in their own micro worlds, waiting rooms, or margins, children should be viewed and accounted for as full participants of society. This special issue aligns with this aspiration, while broadening the notion of what counts as society. It asks how to live and care in a society that does not consist of adult human individuals only, but instead counts children and other-than-human animals in the realm of the social and the societal. By inviting authors to think about child-animal relations and care, we wish to shed light on the ways in which other animals are relevant for human children’s lives, and vice versa, and to argue for the importance of these relations for society in the conflicting times we live in now

From child–animal relations to multispecies assemblages and other-than-human childhoods

Abstract This article discusses how childhood studies could be enriched with a focus on child–animal relations, multispecies assemblages and other-than-human childhoods. First, research on child–animal relations prior to, and at, the animal turn is presented. It is argued that the dominant utilitarian and adult-centered views respond poorly to the significance children themselves see in their relations with other-than-human animals. The article then moves on to the concept of multispecies assemblages. Viewing childhoods as multispecies from the outset allows one to draw attention to the specific and situated relationalities amidst natural, cultural, technological, economic, and political forces. Finally, attention is drawn to other-than-human childhoods. The differences, hierarchies, connections and unequal possibilities that arise from being born and growing up as a member of a distinct species amidst societal processes are discussed. Additionally, childhood is suggested to be an important concept through which to give detail, specificity, and a critical edge to the work of multispecies research