Thinking metabolically with shivering, sweating, and feminist science studies in early childhood education

References

• Ashton, E. (2020). #AnthropoceneChild: Speculative child-figures at the end of the world. [Doctoral dissertation, University of Victoria]. UVicSpace. http://dspace.library.uvic.ca/handle/1828/12030
   Google Scholar
• Bang, M. (2020). Learning on the move toward just, sustainable, and culturally thriving futures. Cognition and Instruction, 38(3), 434–444. https://doi.org/10.1080/07370008.2020.1777999
   Web of Science ®Google Scholar
• Bang, M., Marin, A., Wemigwase, S., Nayak, P., & Nxumalo, F. (2022). Undoing human supremacy and white supremacy to transform relationships: An interview with Megan Bang and Ananda Marin. Curriculum Inquiry, 52(2), 150–161. https://doi.org/10.1080/03626784.2022.2052635
   Web of Science ®Google Scholar
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
   Google Scholar
• Berry, A., Delgado Vintimilla, C., & Pacini-Ketchabaw, V. (2020). Interrupting purity in Andean early childhood education: Documenting the impurities of a river. Equity & Excellence in Education, 53(3), 276–287. https://doi.org/10.1080/10665684.2020.1785974
   Web of Science ®Google Scholar
• Blaise, M., & Hamm, C. (2022). Lively Emu dialogues: Activating feminist common worlding pedagogies. Pedagogy, Culture & Society, 30(4), 473–489. https://doi.org/10.1080/14681366.2020.1817137
   Web of Science ®Google Scholar
• Blaise, M., & Rooney, T. (2019). Listening to and telling a rush of unruly natureculture gender stories. In F. Nxumalo & C. P. Brown (Eds.), Disrupting and countering deficits in early childhood education (pp. 151–163). Routledge.
   Google Scholar
• Burman, E. (2016). Deconstructing developmental psychology. Routledge.
   Google Scholar
• Davis, N. R., & Schaeffer, J. (2019). Troubling troubled waters in elementary science education: Politics, ethics & Black children’s conceptions of water [justice] in the era of flint. Cognition and Instruction, 37(3), 367–389. https://doi.org/10.1080/07370008.2019.1624548
   Web of Science ®Google Scholar
• Dyer, H. (2019). The queer aesthetics of childhood: Asymmetries of innocence and the cultural politics of child development. Rutgers University Press.
   Google Scholar
• Fausto-Sterling, A. (2000). Sexing the body: Gender politics and the construction of sexuality. Basic Books.
   Google Scholar
• Frost, S. (2016). Biocultural creatures. Duke University Press.
   Google Scholar
• Hamilton, J. A., Subramaniam, B., & Willey, A. (2017). What Indians and Indians can teach us about colonization: Feminist science and technology studies, epistemological imperialism, and the politics of difference. Feminist Studies, 43(3), 612–623. https://doi.org/10.15767/feministstudies.43.3.0612
   Web of Science ®Google Scholar
• Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
   Web of Science ®Google Scholar
• Haraway, D. (1990). Primate visions: Gender, race, and nature in the world of modern science. Routledge.
   Google Scholar
• Harding, S. (2016). Whose science? Whose knowledge? Cornell University Press.
   Google Scholar
• Hermes, M., & Haskins, M. (2018). Unbecoming standards through Ojibwe immersion: The wolf meets ma’iingan. In G. Wigglesworth, J. Simpson, & J. Vaughan (Eds.), Language practices of Indigenous children and youth (pp. 99–116). Palgrave Macmillan.
   Google Scholar
• Ineese-Nash, N. (2020). Disability as a colonial construct: The missing discourse of culture in conceptualizations of disabled Indigenous children. Canadian Journal of Disability Studies, 9(3), 28–51. https://doi.org/10.15353/cjds.v9i3.645
   Google Scholar
• Instone, L., & Taylor, A. (2016). Thinking about inheritance through the figure of the Anthropocene, from the antipodes and in the presence of others. Environmental Humanities, 7(1), 133–150. https://doi.org/10.1215/22011919-3616371
   Google Scholar
• Land, N. (2021). Doing muscling pedagogies with children (and with diaphragms, cold season, physiological knowledges, and fans). Pedagogy, Culture & Society, 1–18. Advance online publication. https://doi.org/10.1080/14681366.2021.1989709
   Google Scholar
• Land, N. (2022a). Tending, counting and fitting with post-developmental fat(s) in early childhood education. Contemporary Issues in Early Childhood, 23(1), 80–95. https://doi.org/10.1177/1463949120907383
   Web of Science ®Google Scholar
• Land, N. (2022b). Thinking post-developmental pedagogies with physical activity pedagogical resources—Or, how might we entangle pedagogies and physiological knowledges differently? Catalyst: Feminism, Theory, Technoscience, 8(1), 1–28. https://doi.org/10.28968/cftt.v8i1.34339
   Google Scholar
• Land, N., Hamm, C., Yazbeck, S. L., Danis, I., Brown, M., & Nelson, N. (2020a). Facetiming common worlds: Exchanging digital place stories and crafting pedagogical contact zones. Children’s Geographies, 18(1), 30–43. https://doi.org/10.1080/14733285.2019.1574339
   Web of Science ®Google Scholar
• Land, N., Hamm, C., Yazbeck, S. L., Brown, M., Danis, I., & Nelson, N. (2020b). Doing pedagogical intentions with facetiming common worlds (and Donna Haraway). Global Studies of Childhood, 10(2), 131–144. https://doi.org/10.1177/2043610618817318
   Google Scholar
• Land, N., Vintimilla, C. D., Pacini-Ketchabaw, V., & Angus, L. (2020c). Propositions toward educating pedagogists: Decentering the child. Contemporary Issues in Early Childhood, 23(2), 109–121. https://doi.org/10.1177/1463949120953522
   Web of Science ®Google Scholar
• Landecker, H. (2013). Postindustrial metabolism: Fat knowledge. Public Culture, 25(3), 495–522. https://doi.org/10.1215/08992363-2144625
   Web of Science ®Google Scholar
• Landecker, H. (2019). A metabolic history of manufacturing waste: Food commodities and their outsides. Food, Culture & Society, 22(5), 530–547. https://doi.org/10.1080/15528014.2019.1638110
   Web of Science ®Google Scholar
• Lyons, K., Parreñas, J. S., Tamarkin, N., Subramaniam, B., Green, L., & Pérez-Bustos, T. (2017). Engagements with decolonization and decoloniality in and at the interfaces of STS. Catalyst: Feminism, Theory, Technoscience, 3(1), 1–47. https://doi.org/10.28968/cftt.v3i1.28794
   Google Scholar
• Martin, D., Spink, M. J., & Pereira, P. P. G. (2018). Corpos múltiplos, ontologias políticas e a lógica do cuidado: Uma entrevista com Annemarie Mol [Multiple bodies, political ontologies and the logic of care: An interview with Annemarie Mol]. Interface – Comunicação, Saúde, Educação, 22(64), 295–305. https://doi.org/10.1590/1807-57622017.0171
   Google Scholar
• Medin, D. L., & Bang, M. (2014). Who’s asking? Native science, western science, and science education. MIT Press.
   Google Scholar
• Murris, K., Smalley, K., & Allan, B. (2020). Postdevelopmental conceptions of child and childhood in education. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1425
   Google Scholar
• Myers, N. (2015). Rendering life molecular. Duke University Press.
   Google Scholar
• Nelson, N. (2020). Rats, death, and Anthropocene relations in urban Canadian childhoods. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research handbook on childhoodnature: Assemblages of childhood and nature research (pp. 637–659). Springer.
   Google Scholar
• Nxumalo, F. (2018). Stories for living on a damaged planet: Environmental education in a preschool classroom. Journal of Early Childhood Research, 16(2), 148–159. https://doi.org/10.1177/1476718X17715499
   Web of Science ®Google Scholar
• Nxumalo, F. (2020). Place-based disruptions of humanism, coloniality and anti-Blackness in early childhood education. Critical Studies in Teaching and Learning, 8(SI), 34–49. https://doi.org/10.14426/cristal.v8iSI.269
   Google Scholar
• Nxumalo, F. (2021). Disrupting anti-Blackness in early childhood qualitative inquiry: Thinking with Black refusal and Black futurity. Qualitative Inquiry, 27(10), 1191–1199. https://doi.org/10.1177/10778004211021810
   Web of Science ®Google Scholar
• Nxumalo, F., & Adair, J. K. (2019). Social justice and equity in early childhood education. In C. P. Brown, M. B. McMullen, & N. File (Eds.), The Wiley handbook of early childhood care and education (pp. 661–682). Wiley Blackwell.
   Google Scholar
• Nxumalo, F., & Cedillo, S. (2017). Decolonizing place in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood, 7(2), 99–112. https://doi.org/10.1177/2043610617703831
   Google Scholar
• Nxumalo, F., & Vintimilla, C. D. (2020). Explorations of the tensions and potentials of de-centering the human in early childhood education research. Equity & Excellence in Education, 53(3), 271–275. https://doi.org/10.1080/10665684.2020.1783391
   Web of Science ®Google Scholar
• Nxumalo, F., Vintimilla, C. D., & Nelson, N. (2018). Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum. Curriculum Inquiry, 48(4), 433–453. https://doi.org/10.1080/03626784.2018.1522930
   Web of Science ®Google Scholar
• Nxumalo, F., & Wallace, F. D. (2022). In conversation with Fikile Nxumalo: Refiguring onto-epistemic attunements for im/possible science pedagogies. In M. F. G. Wallace, J. Bazzul, M. Higgins., & S. Tolbert (Eds.), Reimaging science education in the Anthropocene (pp. 321–330). Palgrave MacMillan.
   Google Scholar
• Pacini-Ketchabaw, V., & Blaise, M. (2021). Feminist ethicality in child-animal research: Worlding through complex stories. Children’s Geographies, 1–12. Advance online publication. https://doi.org/10.1080/14733285.2021.1907311
   Google Scholar
• Pence, A., & Pacini-Ketchabaw, V. (2008). Discourses on quality care: The investigating “quality” project and the Canadian experience. Contemporary Issues in Early Childhood, 9(3), 241–255. https://doi.org/10.2304/ciec.2008.9.3.241
   Google Scholar
• Pitts-Taylor, V. (2016). The brain’s body. Duke University Press.
   Google Scholar
• Pollock, A. (2021). Sickening: Anti-Black racism and health disparities in the United States. University of Minnesota Press.
   Google Scholar
• Roy, D. (2018). Molecular feminisms: Biology, becomings, and life in the lab. University of Washington Press.
   Google Scholar
• Sanabria, E. (2016). Plastic bodies. Duke University Press.
   Google Scholar
• Sheldon, R. (2016). The child to come: Life after the human catastrophe. University of Minnesota Press.
   Google Scholar
• Shotwell, A. (2016). Against purity: Living ethically in compromised times. University of Minnesota Press.
   Google Scholar
• Stengers, I. (2010). Cosmopolitics (Vol. 1). University of Minnesota Press.
   Google Scholar
• Takeuchi, M. A., & Marin, A. (2022). “Globalization,” coloniality, and decolonial love in STEM education. In G. W. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1655
   Google Scholar
• Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), 1448–1461. https://doi.org/10.1080/13504622.2017.1325452
   Web of Science ®Google Scholar
• Taylor, A. (2020). Countering the conceits of the Anthropos: Scaling down and researching with minor players. Discourse: Studies in the Cultural Politics of Education, 41(3), 340–358. https://doi.org/10.1080/01596306.2019.1583822
   Web of Science ®Google Scholar
• Taylor, A., & Pacini-Ketchabaw, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multispecies vulnerability. Pedagogy, Culture & Society, 23(4), 507–529. https://doi.org/10.1080/14681366.2015.1039050
   Web of Science ®Google Scholar
• Taylor, A., & Pacini-Ketchabaw, V. (2018). The common worlds of children and animals: Relational ethics for entangled lives. Routledge.
   Google Scholar
• Taylor, A., Pacini-Ketchabaw, V., de Finney, S., & Blaise, M. (2016). Inheriting the ecological legacies of settler colonialism. Environmental Humanities, 7(1), 129–132. https://doi.org/10.1215/22011919-3616362
   Google Scholar
• Taylor, A., Zakharova, T., & Cullen, M. (2021). Common worlding pedagogies: Opening up to learning with worlds. Journal of Childhood Studies, 46(4), 74–88. https://doi.org/10.18357/jcs464202120425
   Web of Science ®Google Scholar
• Vintimilla, C. D. (2018). Encounters with a pedagogista. Contemporary Issues in Early Childhood, 19(1), 20–30. https://doi.org/10.1177/1463949116684886
   Web of Science ®Google Scholar
• Vintimilla, C. D., & Pacini-Ketchabaw, V. (2020). Weaving pedagogy in early childhood education: On openings and their foreclosure. European Early Childhood Education Research Journal, 28(5), 628–641. https://doi.org/10.1080/1350293X.2020.1817235
   Web of Science ®Google Scholar
• Willey, A. (2016a). A world of materialisms: Postcolonial feminist science studies and the new natural. Science, Technology, & Human Values, 41(6), 991–1014. https://doi.org/10.1177/0162243916658707
   Web of Science ®Google Scholar
• Willey, A. (2016b). Undoing monogamy: The politics of science and the possibilities of biology. Duke University Press.
   Google Scholar
• Woods, H., Nelson, N., Yazbeck, S. L., Danis, I., Elliott, D., Wilson, J., Payjack, J., & Pickup, A. (2018). With(in) the forest: (Re)conceptualizing pedagogies of care. Journal of Childhood Studies, 43(1), 44–59. https://doi.org/10.18357/jcs.v43i1.18264
   Web of Science ®Google Scholar
• Yazbeck, S. L., Brown, M., Danis, I., & Nelson, N. (2019). Tracing transit (in)tensions between settler colonized ECE contact zones. Journal of Childhood Studies, 44(4), 69–81. https://doi.org/10.18357/jcs444201919213
   Web of Science ®Google Scholar