Mapping a Collaborative Cartography of the Encounters between the Neurosciences and Early Childhood Education Practices

Autor/inn/en	Aronsson, Lena; Lenz Taguchi, Hillevi
Titel	Mapping a Collaborative Cartography of the Encounters between the Neurosciences and Early Childhood Education Practices
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 39 (2018) 2, S.242-257 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2017.1396732
Schlagwörter	Early Childhood Education; Educational Practices; Neurosciences; Educational Philosophy; Meetings; Preschool Teachers; Graduate Students; Literacy; Foreign Countries; Teacher Collaboration; Scientific Research; Concept Mapping; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Neuroscience; Neurowissenschaften; Neurowissenschaft; Bildungsphilosophie; Erziehungsphilosophie; Meeting; Tagung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Lehrerkooperation; Concept Map
Abstract	This paper takes its starting point in a shared problem of concern, formulated in terms of what might be produced--or not--as effects of encounters between neuroscientific research and preschool practices. The aim is to show what emerged in collaborative encounters, in what is theorized and practised as Deleuzo-Guattarian-inspired cartography mapping exercises. During regularly scheduled staff "reflection meetings," an invited doctoral student enacted, participated, and documented these encounters with preschool staff at three preschools in the same area outside Stockholm, Sweden. Two major lines of articulation, converging around a core problem, were collaboratively constructed and put on this "map." These were then actively put to play to be disrupted and deterritorialized, making ways for new diverging lines and potential reconfigured forms of literacy practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01