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©2016 BY DECOLONIZING CHILDHOOD DISCOURSES: A CRITICAL POST-HUMANIST ORIENTATION IN HIGHER EDUCATION.

Affrica Taylor (PhD)

Affrica Taylor is an associate professor in Faculty of Education, Science, Technology and Mathematics at the University of Canberra, Australia. She is a founding member of the Common Worlds Research Collective, an international network of childhood and feminist scholars and educators whose work refuses the divide between ‘social’ and ‘natural’ worlds, is focussed on the productive entanglements of worldly relations and experiments with methodologies and pedagogies that exceed an exclusively human focus.

Associate Professor, Faculty of Education, Science, Technology and Mathematics University of Canberra, Australia.

Affrica’s longstanding interest in the interdependent and mutually-constitutive relations between people, places and other species is informed by her cultural geography background, as well as nearly two decades of teaching in remote desert and urban Australian Aboriginal communities. She has a keen critical interest in the current environmental humanities responses to the Anthropocene, and in establishing a dialogue between Indigenous ontologies and the more-than-human turn within the social sciences and humanities. She has played a leading role in bringing these debates into the fields of education and childhood studies.  

 

Affrica’s research is both theoretical and grounded. In her book Reconfiguring the Natures of Childhood, she uses reconstructive feminist methods to re-theorise childhood and nature and to explore the pedagogical affordances of children’s real-life common world relations, including Indigenous and non-indigenous children’s relations with places and other animals. In Unsettling the Colonial Places and Spaces of Early Childhood Education (co-edited with Veronica Pacini-Ketchabaw) she contributes to the project of decolonising early childhood pedagogies by interrogating the colonialists tensions that inhere in the physical places, epistemological spaces and in the Indigenous-settler relations of early childhood education. For the last seven years, she has conducted multispecies ethnographic research with young children. Her latest iteration of this research is the ‘Walking with Wildlife in Wild Weather Times’ project with preschool children at the Australian National University. This research responds to the challenges of anthropogenic climate change and species extinctions, seeks multispecies and intergenerational environmental justice, and investigates and promotes a relational and decolonising ethics for multispecies living and learning in ecologically volatile times.

Affrica’s longstanding interest in the interdependent and mutually-constitutive relations between people, places and other species is informed by her cultural geography background, as well as nearly two decades of teaching in remote desert and urban Australian Aboriginal communities. She has a keen critical interest in the current environmental humanities responses to the Anthropocene, and in establishing a dialogue between Indigenous ontologies and the more-than-human turn within the social sciences and humanities. She has played a leading role in bringing these debates into the fields of education and childhood studies.  

 

Affrica’s research is both theoretical and grounded. In her book Reconfiguring the Natures of Childhood, she uses reconstructive feminist methods to re-theorise childhood and nature and to explore the pedagogical affordances of children’s real-life common world relations, including Indigenous and non-indigenous children’s relations with places and other animals. In Unsettling the Colonial Places and Spaces of Early Childhood Education (co-edited with Veronica Pacini-Ketchabaw) she contributes to the project of decolonising early childhood pedagogies by interrogating the colonialists tensions that inhere in the physical places, epistemological spaces and in the Indigenous-settler relations of early childhood education. For the last seven years, she has conducted multispecies ethnographic research with young children. Her latest iteration of this research is the ‘Walking with Wildlife in Wild Weather Times’ project with preschool children at the Australian National University. This research responds to the challenges of anthropogenic climate change and species extinctions, seeks multispecies and intergenerational environmental justice, and investigates and promotes a relational and decolonising ethics for multispecies living and learning in ecologically volatile times.

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