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.

摘要

本文探讨了英国曼彻斯特一所托儿所的儿童 (Erik) 与物体、材料和研究从业者 (Christina) 之间的触觉、情感、感官和关系互连。在此过程中，它借鉴了后人文主义理论框架。在一个学年期间收集了观察材料。讨论涉及作者之间的衍射三向“一起思考”对话，讨论当我们试图倾听 Erik 的声音时会出现什么。在对物体、材料和克里斯蒂娜的身体感觉和行动的瞬间即兴创作成为一种载体，为所有在相遇中的人提供试探性的开口和内在的可能性。然而，这些都与国家和国际新自由主义对识字、算术和入学准备的期望纠缠在一起。