Abstract
Abstract
Based on an ethnographic study in a Finnish primary school, we explored lingering as both a pedagogical approach and a methodological concept for multispecies education research and practice. Through this conceptual thinking, we “re-turned” to the multiplicities that unfolded from noticing rhythms, enterings and different lifeworlds to show how children’s lingering encounters developed into speculative inquiries about how invertebrates and amphibians generate polyphonous affects and temporalities. In our study, children’s “attuning-with” clay, waste materials, photographs, and stop-motion animation opened up the unfamiliar worlds and temporalities of invertebrates and amphibians, involving active silences, slow rhythms, and awkward becomings. Overall, the study highlights that children’s attuning-with the uncertainties of today’s socioecological world create new avenues for thinking about multispecies relationalities.
Publisher
Cambridge University Press (CUP)
Reference47 articles.
1. Ambulant methods and rebel becomings: Reanimating language in post-qualitative inquiry;MacLure;Qualitative Inquiry,2022
2. Diffracting child-virus multispecies bodies: A rethinking of sustainability education with east-west philosophies;Malone;Educational Philosophy and Theory,2022
3. After the end of the world: Entangled nuclear colonialisms, matters of force, and the material force of justice;Barad;Theory and Event,2019
4. Diffracting diffractive readings of texts as methodology: Some propositions;Murris;Educational Philosophy and Theory,2019