(Re)imagining With Children in Space: Planetary Justice in Anthropogenic Times

• In Event: Child and Teacher Education From a Posthuman Lens

Abstract

Anthropogenic times acknowledge human impact on Earth's ecosystems. Thinking with planetary justice and children's collaboration as responses to living addresses unjust planetary power relations. Children collaborate with words, materials, technologies, and Land to make meaning, through situated practice and speculation, examining possible futures and alternative realities in a world they don't yet know is dying. Their multimodal worlding acknowledges diverse ongoing becomings-with the world through multiple modes. Though unable to directly repair glaciers or lower sea levels, children’s reciprocal becomings matter––making kin in precarious times. How do children make worlds artfully collaborating with the more-than-human? How does this (re)form curricula? (Re)imagining with children in ever-evolving spaces allows re-looking at meaning-making amidst disruptions, as space continually reconstructs.

Authors

• Angela Molloy Murphy, University of Melbourne

• Kathryn S. Coleman, University of Melbourne

• Sarah Healy, University of Melbourne