In this article, the author addresses intra-actions that take place among humans and non-human others - the physical world, the materials - in early childhood education's everyday practices. Her object of study is the clock. Specifically, she provides an example of what it might mean to account for the intra-activity of the material-discursive relations that encompass early childhood education clocking practices. Drawing on the work of Karen Barad and other posthumanist theories, she proposes a particular approach to early childhood clocking practices, an onto-epistemology, as she argues that we learn to act with clocks in early childhood classrooms. |
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VERONICA PACINI-KETCHABAW (2012) Acting with the Clock: clocking practices in early childhood, Contemporary Issues in Early Childhood, 13(2), 154-160. http://dx.doi.org/10.2304/ciec.2012.13.2.154 |
