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Session Type: Symposium
The session draws attention to the pedagogical and ethical implications of children’s situated multispecies relations within current colonial times of environmentally damaged places. Drawing from multispecies ethnographies on Inuit and Coast Salish territories in Canada, the papers highlight how attunement to the places children co-inhabit with more-than-human others might interrupt colonizing and extractive relations. Grounded in anti-colonial and environmental onto-epistemologies, the papers highlight pedagogies that stay with the trouble of colonial anthropogenic inheritances, while opening possibilities for children to learn to live in less destructive ways with more-than-human life.
Rethinking the "Living Logics" of Multispecies Relations: Children's Theorizations and Pedagogical Engagements - Cristina Delgado Vintimilla, Capilano University
Learning to Inherit Colonial Relations With Raccoons in a Child Care Center - Veronica Pacini-Ketchabaw, University of Victoria
Living Inuit Knowledges in Early Childhood Education Through Multispecies Ethnography - Mary Caroline Rowan, University of New Brunswick
Unsettling Anthropogenic Absent Presences in Early Childhood Education: Everyday Stories of Witnessing Damaged Landscapes - Fikile Nxumalo, The University of Texas - Austin