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dc.contributor.authorCrisostomo, Anita Tvedt
dc.contributor.authorReinertsen, Anne Beate
dc.date.accessioned2021-07-01T10:55:10Z
dc.date.available2021-07-01T10:55:10Z
dc.date.created2021-05-19T17:26:07Z
dc.date.issued2021
dc.identifier.citationSustainability. 2021, 13 (10), Artikkel 5588.en_US
dc.identifier.issn2071-1050
dc.identifier.urihttps://hdl.handle.net/11250/2762770
dc.description.abstractIn this article, we seek to theorize the role of the kindergarten teacher as an agency mobiliser for sustainability through keeping the concept of the child in play, ultimately envisioning the child as a knowledgeable and connectable collective. This implies a non-dialectical politics of multiplicity ready to support and join a creative pluralism of educational organization and teacher roles for sustainability. Comprising friction zones between actual and virtual multiplicities that replace discursive productions of educational policies with enfoldedness, relations between bodies and becomings. This changes the power, position and function of language in and for agency and change. Not through making the child a constructivist change-agent through language but through opening up the possibilities for teachers to explore relations between language and matter, nature and culture and what might be produced collectively and individually. We go via the concepts of agencement expanding on the concept of agency, and conceptual personae directing the becoming of the kindergarten teacher. Both concepts informed by the transformational pragmatics of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992). The overarching contribution of this article is therefore political and pragmatic and concerns the constitution of subjectivity and transformative citizenships for sustainability in inter- and intra-generational perspectivesen_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectearly childhood education and careen_US
dc.subjectthe wicked problem of sustainabilityen_US
dc.subjectchild agencyen_US
dc.subjectthe pedagogy of the concepten_US
dc.subjectcritical posthumanismen_US
dc.subjectconstitution of subjectivityen_US
dc.titleBecoming Child and Sustainability — The Kindergarten Teacher as Agency Mobiliser for Sustainability Through Keeping the Concept of the Child in Playen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 by the authors.en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289en_US
dc.source.volume13en_US
dc.source.journalSustainabilityen_US
dc.source.issue10en_US
dc.identifier.doi10.3390/su13105588
dc.identifier.cristin1910864
dc.relation.projectHøgskulen på Vestlandet: 6000207en_US
dc.source.articlenumber5588en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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