Exclusionary Politics and the Question of National Belonging

This article builds on recent efforts to cast the understanding of ethnic and racialized tensions less in terms of a coarse logic of racism than within an analytical frame of struggles over national belonging. This theme is developed with respect to intercultural relations in Australia, in all the complexities of its white settler, migrant, and indigenous formations. The article develops a ‘multiscalar’ focus that takes in the global circuits of movement and relationship linked to British colonialism and international migration, through to contests over the meanings, management and stewardship of local places. In so doing, we also highlight some contextually specific versions of ‘whiteness’ whose various mobilizations help to undo a sense of their fixed status as core attributes of Australian nationhood. The article concludes with a case from Jervis Bay, New South Wales, where contested imaginings of, and investments in, appropriate land uses, have given rise to disputes that are productively conceived in terms of a multiscalar politics of national belonging. Although thus grounded in the circumstances of Australian culture, we believe the core argument can be extended (with all the normal caveats) to other ex-British colonial, immigration nations

Common worlding pedagogies: Opening up to learning with worlds

Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada

Child studies multiple – collaborative play for thinking through theories and methods

This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, “un-closure” , and uncertainty in order to investigate the (e)motions and complexities of being either a child or a researcher. The theoretical and methodological processes presented here offer an opportunity to shake the ground on which individual researchers stand by raising questions about scientific inspiration, theoretical and methodological productivity, and thinking through focusing on process, play, and collaboration. The effect of this is a questioning of the singular academic ‘I’ by exploring and showing what a plural ‘I’ can look like. It is about what the multiplicity of voice can offer research in a highly individualistic time. The article allows the reader to follow and watch the unconventional trial-and-error path of the ongoing-ness of exploring theories and methods together as a research community via methods of drama, palimpsest, and fictionary