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Curriculum Inquiry Volume 49, 2019 - Issue 1: Sylvia Wynter, the Human, and Curriculum Studies
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Articles

Towards the human, after the child of Man: Seeing the child differently in teacher education

Maria KromidasWilliam Paterson University, Wayne, NJ, USACorrespondence[email protected]
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Pages 65-89 | Published online: 12 Mar 2019

Citations (16)

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Read on this site (8)

Hunter Knight. (2024) Where children naturally belong: colonialism, space, and pedagogy in Waldorf kindergartens. Pedagogy, Culture & Society 32:3, pages 835-852.
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David Ben Shannon & Abigail Hackett. (2024) Opaque reciprocity: or theorising Glissant’s ‘right to opacity’ as a communication and language praxis in early childhood education. Discourse: Studies in the Cultural Politics of Education 45:1, pages 118-130.
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Ethan Chang, Uriel Serrano & Julie Kasper. (2023) Allied Attestations: Troubling a Progressive Goodwill and ‘Duty to Speak Out’. Equity & Excellence in Education 56:1-2, pages 129-143.
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Ida Spangsberg. (2023) Reading the schoolchild: teacher perspectives on equality under Danish inclusion reform policies. International Journal of Inclusive Education 0:0, pages 1-14.
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Cara Furman. (2022) “How I Became a Better Teacher:” Expanding Assessment Practices Rooted in Ethical Ideals. The New Educator 18:4, pages 306-324.
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Maria Kromidas. (2022) Learning hierarchy and displacing conviviality: time and subjectivity in the neoliberal kindergarten. Pedagogy, Culture & Society 30:4, pages 491-510.
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Nikki Fairchild. (2021) Pedagogies of place-spaces: walking-with the post-professional. PRACTICE 0:0, pages 1-17.
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Sun Young Lee. (2020) Seeing the difference: Anticipatory reasoning of observation and its double gesture in teacher education. Curriculum Inquiry 50:5, pages 378-399.
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Articles from other publishers (8)

Giovanna Caetano-Silva, Fernando Guzmán-Simón & Eduardo García-Jiménez. (2024) ‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds. Journal of Early Childhood Literacy.
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Carlos Serrano. (2022) Schooling in the University Town: The Racial Capitalist Foundations of Education. Antipode 55:2, pages 599-619.
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Abigail Hackett. (2022) Unruly edges: Toddler literacies of the Capitalocene. Global Studies of Childhood 12:3, pages 263-276.
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Casey Y Myers. (2022) “Play with me or I’ll break your arm”: Giant babies, philosophy, and images. Global Studies of Childhood 12:3, pages 224-234.
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Charlotte Arculus & Christina MacRae. (2022) Clowns, fools and the more-than-Adult toddler. Global Studies of Childhood 12:3, pages 209-223.
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Maria Kromidas. (2021) Mothering and the Racialised Production of School and Property Value in New York City. Antipode 54:1, pages 284-304.
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Donna Carlyle & Kay Sidebottom. (2021) Deleuze Becoming-Mary Poppins: Re-Imagining the Concept of Becoming-Woman and Its Potential for Challenging Current Notions of Parenting, Gender and Childhood. Humanities 10:4, pages 113.
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Steven Khan. (2020) After the M in STEM: Towards Multispecies’ Flourishing. Canadian Journal of Science, Mathematics and Technology Education 20:2, pages 230-245.
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