ORCID Profile
0000-0001-7771-2880
Current Organisation
The University of Auckland
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Publisher: Springer Singapore
Date: 2019
Publisher: SAGE Publications
Date: 12-2019
Abstract: In this article we consider historical and contemporary ideologies of childhood in China and critically examine notions of ‘child’ and ‘childhood’ in Chinese children’s literature. We analyse the themes and knowledge that relate to relevant historical and contemporary political events and policies, and how these contribute to the production of childhoods. We focus on three images of childhoods in China: the Confucian child, the Modern child and the Maoist child. Each of the images reflects a way of seeing, a perspective about what a child ought to be and become, and what their childhood should look like. Everyday media are reflected in the texts and stories examined and portray both ‘imagined’ and ‘real-life’ narratives of children and their childhoods. The stories, and the connected power relations, represent an important link between the politics of childhood and the pedagogy associated with these politics, including large-scale state investment in the production of desired, ideal and perfect childhoods. Through such an examination of contemporary and historical children’s literature and media in China we also explore the ways in which contemporary media revitalise particular notions of child agency.
Publisher: Informa UK Limited
Date: 03-02-2021
Publisher: Informa UK Limited
Date: 06-01-2021
Publisher: Edinburgh University Press
Date: 04-2020
Abstract: In this article we explore the ways in which ‘the story must change’, according to Donna Haraway (2016) . We utilize the in-between space between Haraway's suggestion that we are in a time of Great Dithering, of ‘ineffective and widespread anxiety’, and Julia Kristeva's (2014) notion of revolt, to argue for a shift in orientations towards cultural otherness in higher education. Using a philosophical method of inquiry, we examine our somatechnical experiences and revelations in higher education settings, in the aftermath of the Christchurch mosque massacres of 15 March 2019. We address Haraway's warning and Kristeva's lament of a lack of revolt in contemporary society, through an argument for an onto-epistemological shift and increasing sense of comfort with the discomfort of the awkwardness of cultural otherness. The article presents an active framework for revolt, for questioning and re-questioning dominant educational concerns with cultural otherness, where dithering becomes a technique of revolt, for thinking and rethinking the somatechnical complexities of this day and those that followed.
Publisher: Routledge
Date: 31-08-2017
Publisher: Informa UK Limited
Date: 10-12-2021
Publisher: Routledge
Date: 20-06-2023
Publisher: Informa UK Limited
Date: 15-12-2021
Publisher: Routledge
Date: 20-06-2023
Publisher: Routledge
Date: 22-12-2015
Publisher: Informa UK Limited
Date: 22-02-2022
Publisher: Addleton Academic Publishers
Date: 2017
DOI: 10.22381/KC5120177
Publisher: Informa UK Limited
Date: 03-04-2021
Publisher: Informa UK Limited
Date: 04-05-2020
Publisher: Asian Australasian Association of Animal Production Societies
Date: 07-2018
DOI: 10.5713/AJAS.18.0090
Publisher: Informa UK Limited
Date: 25-05-2016
Publisher: Informa UK Limited
Date: 21-07-2022
Publisher: Routledge
Date: 22-05-2015
Publisher: Springer Science and Business Media LLC
Date: 10-08-2021
Publisher: Informa UK Limited
Date: 28-06-2021
Publisher: SAGE Publications
Date: 06-03-2016
Abstract: In this article, we explore the “vibrancy of matter” and “things” in early childhood education. We use Bennett’s and others’ ideas on the political ecology of place in a philosophical examination of vibrant entanglements of “things,” “thing-hoods,” and childhoods. We work with Bennett’s challenge to shift from thinking solely about “think-power” to also consider “thing-power” and “thing-hood” to take the call for-of things seriously within young children’s place. Matter has agency that behaves in non-predictable ways, in assemblages, aggregates of powers, and forces and things impacting, shaping, and molding other matter and things. Children’s daily connectedness with this vibrancy of matter plays out in the territory of their early years settings as we illustrate through the well-loved stories of Pinocchio and Little Otik. We examine these dead-alive, wooden-thing-materialities as vibrant thing-hoods with agency and power in a theoretical re-reading of Foucauldian thought through new materialist philosophies. This article offers an alternative reading of conceptions of power, discourse, and matter. It provokes further openings and becomings in fresh entanglements, relationships, and responses by conceptualizing them through particular materialities of childhood stories.
Publisher: Informa UK Limited
Date: 19-01-2022
Publisher: Springer Science and Business Media LLC
Date: 07-08-2020
Publisher: Informa UK Limited
Date: 29-01-2021
Publisher: Informa UK Limited
Date: 30-09-2020
Publisher: Informa UK Limited
Date: 30-05-2018
Publisher: Informa UK Limited
Date: 02-11-2016
Publisher: Informa UK Limited
Date: 04-11-2020
Publisher: Routledge
Date: 25-11-2016
Publisher: SAGE Publications
Date: 02-2016
Abstract: This article explores quality in early childhood education by de-elevating the importance of the human subject and experience, and heightening instead a focus on and tensions with the post-human. The argument traces the intricate web of ‘qualities’ woven throughout entanglements of subjects, objects and things that constitute what is referred to as ‘the early years sector’. The strike through the social in this post-human condition exposes critical concerns about the ‘problem’ of quality, and foregrounds the urgency of rupturing the status quo. Dislodged from the perceived comfort and safety of human control and determination, quality in the speculative state of the more-than-social movement can expect no conclusion. Instead, the (re)configuration of the early years sector as a more-than-social movement compels a rethinking of the dominance of human-centric philosophies. By repositioning Kristeva’s semiotic subject-in-process and Havel’s subject positionings within automatisms, this analysis inserts ‘non-human-being’ and ‘multiple beings-times’ into the ‘problem with quality’. In the early childhood sector, these ruptures create generative possibilities of quality entanglements with and beyond the human.
Publisher: SAGE Publications
Date: 07-04-2022
Publisher: SAGE Publications
Date: 04-2018
Publisher: Informa UK Limited
Date: 27-10-2020
Publisher: SAGE Publications
Date: 09-2017
Publisher: Informa UK Limited
Date: 2018
Publisher: Elsevier BV
Date: 07-2016
Publisher: Springer International Publishing
Date: 2019
Publisher: SAGE Publications
Date: 16-10-2019
Abstract: This article suggests a theoretical lens of “mundane abjection” as a new conceptualization of liminality as a methodologically and humanistically transformative concept. Thinking with Julia Kristeva’s post-structural conception of the subject as “always in-process,” this article traverses the inherent and transformative element of abjection in relation to the perceived ontological challenges of methodological liminalities. It posits liminality as a potentiating conceptual space for new ontologies in relation to the human “I.” Throughout, the performance, that is the occurrence, of mundane abjection is illustrated as a critical, revelatory and necessary process within this ontological transformation of methodology and the human “I.”
Publisher: Informa UK Limited
Date: 12-04-2021
Publisher: Informa UK Limited
Date: 2017
Publisher: Informa UK Limited
Date: 17-10-2017
Publisher: Walter de Gruyter GmbH
Date: 12-2015
Abstract: This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
Publisher: Informa UK Limited
Date: 02-05-2021
Publisher: Walter de Gruyter GmbH
Date: 2016
Abstract: Childhoods in contemporary Kenya are entangled with discourses of care in a post-colonial landscape. Such imaginaries of childhoods through discourses of ‘care’ and ‘charity’ are well established through Western lenses. Another lens that is often enacted is the lens of de-commercialised, un-spoilt, pure and innocent childhoods in the Kenyan landscape. In this study, the authors utilize Nel Nodding’s concept of an ethics of care, and a feminist lens, to explore this binary of Western views through real experiences of childhoods. This paper provides an analysis of childhoods as lived experiences in Kenya, and challenges constructions of children/childhoods as vulnerable, based upon observations and interviews conducted in Kenya in the remote area of Kwale County.
Publisher: Routledge
Date: 22-12-2017
Publisher: Springer Science and Business Media LLC
Date: 14-09-2022
No related grants have been discovered for Marek Tesar.