Listening as rhizome: A material approach to pedagogical documentation and worlding in early childhood education
Post-qualitative approaches to educational research have taken into account the emergent and unexpected worldings in early childhood. In this paper we explore an event of shared listening in an Early Childhood Education classroom based solely on a sound recording clip and our memories. The limitatio...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/177150 |
| Acceso en línea: | https://hdl.handle.net/11441/177150 https://doi.org/10.1177/20436106251364 |
| Access Level: | acceso abierto |
| Palabra clave: | Early Childhood Education Listening Reggio Emilia Rhizome |
| Sumario: | Post-qualitative approaches to educational research have taken into account the emergent and unexpected worldings in early childhood. In this paper we explore an event of shared listening in an Early Childhood Education classroom based solely on a sound recording clip and our memories. The limitations presented by the absence of visual data offered an opportunity to reflect on our own research methods and our relationship with the data that guided our analysis. Our reading of the event moves away from the Reggio Emilia-oriented practice of the teacher to the diffractive and emergent ways in which sound interacts with the children. The Deleuzian concept of rhizome helps us to understand the event, and, at the same time, consider the unique ways in which children listen in educational contexts |
|---|