ABSTRACT The authors bring together decolonial, place attuned, and critical posthumanist orientations to analyze an event during a residential workshop organized as part of a state-funded research project on decolonizing early childhood discourses in South Africa. An invitation during the workshop to grapple with what might be unsettling by attending to the agency of the more-than-human world and its entanglement with unequal human geographies of place, generated a diffractive photographic image and unsettling stories as a group of early childhood teachers and educational researchers kept re-turning to the data. Working with Barad’s methodology of temporal diffraction as apparatus, we discursively and visually trace entanglements that emerged from this data. We conclude on the mattering of this work for engaging with the potentials and tensions of attending to the more-than-human within highly asymmetrical human relations in the settler colonial context of South African education.

中文翻译：

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反殖民定位：与南非教育景观的令人不安的相遇

摘要 作者汇集了非殖民化、地方协调和批判性后人文主义取向，分析了一个住宅研讨会期间发生的事件，该研讨会是国家资助的南非早期儿童话语非殖民化研究项目的一部分。研讨会期间受邀通过参与超人类世界的代理及其与不平等的人文地理地理的纠缠来解决可能令人不安的问题，从而产生了一个衍射的摄影图像和令人不安的故事作为一群幼儿教师教育研究人员不断地重新转向数据。使用 Barad 的时间衍射方法作为仪器，我们以话语和视觉方式追踪从这些数据中出现的纠缠。