Noticing beyond the human in the Cajas Andean mountain range During my first week in Ecuador, educators Estefania Crusellas and […]
“Every language has its own grammar, its own specific nature, but it also has a structure disposed towards communication and […]
Working with common worlds conceptual framings, our research is foregrounded on a commitment to decenter the human as the sole focus of inquiry and to situate our lives within shared, yet unequal common worlds (Latour, 2004). The notion of common worlds in early childhood education is an inclusive, more-than-human notion that challenges the child at the centre of pedagogy (Taylor, 2013). It also brings a critical interruption to the ‘human’ as a colonial epistemic projection underpinned by white, heterosexual masculinity and legitimized only via Western knowledge-making processes.