Seeking space for entanglements with young children in immanent material relationality

ABSTRACT

This paper explores haptic, affective, sensory and relational interconnections between a child (Erik) and objects, materials and a researcher-practitioner (Christina) at a nursery school in Manchester, United Kingdom (UK). In doing so, it draws upon a Post-humanist theoretical framework. Observational material was collected over the period of a school year. The discussion involves a diffractive three-way ‘thinking together’ conversation between the authors about what emerges as we attempt to listen to Erik’s voices. Improvisation in moments of physical sensation and action with objects, materials and Christina becomes a vehicle for tentative openings and immanent possibilities for all enfolded in the encounter. These are entangled, however, with national and international neoliberal expectations regarding literacy, numeracy and school readiness. We conclude that ‘dissenting from within’ is a necessary ethical practice if we are to offer something more optimistic for children’s becomings than acquiescence in the development of human economic capital.

KEYWORDS:

• Post-humanism
• the haptic
• thinking together
• school readiness
• being and becoming

Acknowledgments

We would like to thank Rachel Holmes for her comments on an earlier version of this paper.

Disclosure statement

The authors have no conflicts of interest to declare.

Additional information

Funding

All funding was internal to the institutions as stated. 2-Curious and Christina's time were funded by the Vice-Chancellor at Manchester Metropolitan University's Strategic Opportunities fund. Ian's time was funded by the Faculty of Education at the university and Lisa's time was funded by Martenscroft Nursery School and Children'sCentre.