ABSTRACT

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times.

摘要

本文取材于作者在一个开放式动物园进行的一系列地方思想散步。它践行女权主义共同世界多物种伦理，以挑战在幼儿教育中维持自然文化分裂的系统。后发展的观点（即女权主义环境人文、多物种研究、土著研究）与幼儿教育进行对话，以考虑动物逻辑如何保持二进制和分层思维。动物园逻辑与发展的、殖民的和西方的推理方式和在世界上的存在方式有关。讨论了两种女权主义伦理学方法，（重新）定位和对话，并展示了它们对于破坏使人类例外主义、白人特权和阴茎中心主义成为可能的二元和等级制度是如何必要的。（重新）定位实践是通过基于在开放式动物园中鸸鹋与人类相遇的生动对话来呈现的。本文认为，（重新）定位和对话的教学法激活了女权主义的共同世界。Worlding well 需要集体和相关的多物种伦理，这是在这些令人不安的时代所需要的。