Å lydbølge som multisensoriale prosesser med bærekraftspedagogikker

Vilde Træland Rostøl; Ann Merete Otterstad; Hanne Berit Myrvold

doi:10.55870/tgv.v45i1.14653

Författare

Vilde Træland Rostøl Master i barnehagepedagogikk https://orcid.org/0009-0004-9306-6988
Ann Merete Otterstad Professor i barnehagepedagogikk /professor ECEC https://orcid.org/0000-0001-8144-9763
Hanne Berit Myrvold OsloMet

DOI:

https://doi.org/10.55870/tgv.v45i1.14653

Nyckelord:

Å lydbølge, diffraksjon, bærekraft, fotofabuleringer, barnehage, feministisk materialisme

Abstract

Our study investigates and challenges knowledge about sustainability and sound in early childhood education contexts. We are inspired by Vinciane Despret, who raises questions about what is invoked when we creatively explore and experiment with sound(s) as part of sustainability ideas in kindergartens (Rostøl 2021). Donna Haraway (2015) encourages curiosity (a curious practice) through feminist, speculative fabulations. In the study, we challenge taken-for-granted notions of sound and sustainability. We methodologically explore an already conducted empirical investigation, where sound was significantly present because the Earth is always full of sound(s) (Krause 1987). We are called back to, and visit, Vilde T. Rostøl’s empirical material (2021). The materials blend everyday stories and photo documentation from excursions in the local area with children in a kindergarten. Together with Despret, we listen to what the data material apparatus can invoke in terms of phenomena like sound(s) and sustainability, and how sound(s) and sound waves intra-act with elements in and of nature. We are called back/re-turn, inspired by Karen Barad (2007), to sound(s) and sustainability for the future, through photofabulations of the data materials. The study poses critical questions about humanity’s place and position alongside sustainability in kindergartens. It challenges what sound(s), together with Barad’s (2007) theoretical concepts, can methodologically create in terms of photofabulations. These can contribute to rethinking sustainability as a material-discursive phenomenon in early childhood education work.

Nedladdningar

Nedladdningsdata är inte tillgängliga än.

Författarbiografi

Ann Merete Otterstad, Professor i barnehagepedagogikk /professor ECEC

Professor i barnehagepadagogikk ved OsloMet

Referenser

Alaimo, Stacy og Hekman, Susan (2008) Material feminisms. Bloomington: Indiana University Press. DOI: https://doi.org/10.2979/4326.0

Barad, Karen (2007) Meeting the universe halfway. Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press. DOI: https://doi.org/10.2307/j.ctv12101zq

Barad, Karen (2014) Diffracting diffraction: cutting together-apart. Parallax 20(3): 168–187. https://doi.org/10.1080/13534645.2014.927623 DOI: https://doi.org/10.1080/13534645.2014.927623

Crisostomo, Anita Tvedt (2019) Bærekraftige barnehagepraksiser - eksperimenterende posthumane utforskninger. Johansson, Lotta og Otterstad, Ann Merete (red) Hverdagsøyeblikkets dirrende kraft (122- 143). Oslo: Universitetsforlaget.

Gallagher, Michael (2016) Sound as affect: difference, power and spatiality. Emotion, Space and Society 20: 42-48. https://doi.org/10.1016/j.emospa.2016.02.004 DOI: https://doi.org/10.1016/j.emospa.2016.02.004

Gallagher, Michael, Kanngieser, Anja og Prior, Jonathan (2017) Listening geographies: landscape, affect and geotechnolgies. Progress in Human Geography 41(5): 618-637. DOI: https://doi.org/10.1177/0309132516652952

Gunnarsson, Karin og Bodén, Linnea (2021) Introduktion till postkvalitativ metodologi. Stockholm: Stockholm University Press. DOI: https://doi.org/10.16993/bbh

Haraway, Donna (1988) Situated knowledges: the science question in feminism and the privilege of partial perspective. Feminist Studies 14(3): 575- 599. https://doi. org/10.2307/3178066 DOI: https://doi.org/10.2307/3178066

Haraway, Donna (1997) Modest_Witness@Second_Millennium. FemaleMan©Meets OncoMouse™: feminism and technoscience. New York: Routledge.

Haraway, Donna (2008) When Species Meet. Minneapolis: University of Minnesota Press.

Haraway, Donna (2015) A curious practice, Angelaki Journal of the Theoretical Humanities 20(2): 5-14. https://doi.org/10.1080/0969725X.2015.1039817 DOI: https://doi.org/10.1080/0969725X.2015.1039817

Haraway, Donna (2016) Staying with the trouble: making kin in the Chthulucene. Durham: Duke University Press. DOI: https://doi.org/10.2307/j.ctv11cw25q

Hekman, Susan (2010) The material of knowledge. Feminist disclosures. Indiana: University Press. DOI: https://doi.org/10.2979/6016.0

Jonvik, Merete, Røssaak, Eivind, Stien, Hanne Hammer og Sunnanå, Arnhild (2020) Kunst som deling, delingens kunst. Bergen: Fagbokforlaget.

Krause, Bernie (1987) Bioacoustics, habitat ambience in ecological balance. Whole Earth Review 57: 14 -18.

Kunnskapsdepartementet (2017) Rammeplan for barnehagen: innhold og oppgaver. Oslo: Kunnskapsdepartementet.

Løvlie, Lars (2013) Rousseau i våre hjerter. Studier i Pædagogisk Filosofi 2(1): 1-20. https://doi.org/10.7146/spf.v2i1.6321 DOI: https://doi.org/10.7146/spf.v2i1.6321

MacLure, Maggie (2013) Researching without representation? Language and materiality in post qualitative methodology. (Special Issue: Post-Qualitative Research). International Journal of Qualitative Studies in Education 26(6): 658–667. https://doi.org /10.1080/09518398.2013.788755 DOI: https://doi.org/10.1080/09518398.2013.788755

Malone, Karen (2019) Worlding with kin: diffracting childfish sensorial ecological encounters through moving image. Video Journal of Education and Pedagogy 4(1): 6980. http://doi.org/10.1163/23644583-00401011 DOI: https://doi.org/10.1163/23644583-00401011

Malone, Karen (2023) What does the Earth ask of us? Filmrespons til symposium Symposium med Angell, Mona-Lisa, Myrvold, Hanne Berit, Myhre, Cecilie Ottersland, Waterhouse, Ann-Hege, Maybritt Jensen og Otterstad, Ann Merete. Nordic Educational Research Association konferanse, Oslo.

Manning, Erin (2016) The minor gesture. Durham: Duke University Press. DOI: https://doi.org/10.2307/j.ctv111jhg1

Manning, Erin (2020) Radical pedagogies and metamodelings of knowledge in the making. Critical Studies in Teaching & Learning 8(SI). http://doi.org/10.14426/cristal. v8iSI.261 DOI: https://doi.org/10.14426/cristal.v8iSI.261

Massumi, Brian (2008) The thinking-feeling of what happens. Inflexions 1(1). https:// inflexions.org/n1_The-Thinking-Feeling-of-What-Happens-by-Brian-Massumi.pdf

Moxnes, Anna, Bjelkerud, Agnes W., Gulpinar, Tona, Lafton, Tove, Myrvold, Hanne Berit og Odegard, Nina (2021) Lydkomposisjoner fra en småbarnsavdeling. Elle, Øystein og Røe Nyhus, Mette (red) Kunstmøter og estetiske prosesser med de yngste barna (0-3 år). Oslo: Fagbokforlaget.

Myrvold, Hanne Berit (2023) Fabulerende eksperimenteringer og utvidelser av akademisk skrivning. Myhre, Cecilie Ottersland og Waterhouse, Ann-Hege Lorvik (red) Metodologiske ut-viklinger. Om kvalitativ og postkvalitativ forskning i barnehagefeltet. Oslo: Fagbokforlaget.

Odegard, Nina (2021) Aesthetic Explorations with recycled materials. Concepts, ideas and phenomena that matter. Avhandling. Oslo: Fakultet for lærerutdanning og internasjonale studier, OsloMet Storbyuniversitetet.

Otterstad, Ann Merete (2018) Å stå i trøbbelet. Kartograferinger av barnehageforskningens metodologier Postkvalitative passasjer og (ny)empiriske brytninger. Avhandling. Oslo: Det utdanningsvitenskaplige fakultet, Universitetet i Oslo.

Reinertsen, Anne (2016) Becoming Earth. A post human turn in educational discourse collapsing nature/culture divides. Rotterdam/Boston/Taipei: Sense Publishers. DOI: https://doi.org/10.1007/978-94-6300-429-9

Rostøl, T. Vilde (2021) Lyden av bærekraft - En posthuman utforsking av lyd som en del av bærekraftspedagogikker i barnehagen. Masteroppgave. Agder: Institutt for pedagogikk, Universitetet i Agder.

Somerville, Margaret og Williams, Carolyn (2015) Sustainability education in early childhood: an updated review of research in the field. Contemporary Issues in Early Childhood 16(2): 102-117. https://doi.org/10.1177/1463949115585658 DOI: https://doi.org/10.1177/1463949115585658

Springgay, Stephanie (2022) Feltness. Research-creation, socially engaged art and affective pedagogies. Durham/London: Duke University Press. https://doi. org/10.1215/9781478023531 DOI: https://doi.org/10.2307/j.ctv2zrpdbk

Stengers, Isabelle (2018) Another science is possible. A manifesto for slow science. Cambridge: Polity Press.

St. Pierre, Elisabeth Adams (2011) Post qualitative research: the critique and the coming after. Denzin, Norman K. og Lincoln, Yvonna S. (red) The Sage handbook of qualitative research. 4. utgåvan. Los Angeles: Sage.

St. Pierre, Elisabeth Adams (2013) The appearance of data. Cultural Studies - Critical Methodologies 13(4): 223-227. http://doi.org/10.1177/1532708613487862 DOI: https://doi.org/10.1177/1532708613487862

St. Pierre, Elisabeth Adams (2021) Why post qualitative inquiry? Qualitative inquiry 27(2): 163-166. https://doi.org/10.1177/1077800420931142 DOI: https://doi.org/10.1177/1077800420931142

Taylor, Affrica (2013) Reconfiguring the natures of childhood. London: Routledge. DOI: https://doi.org/10.4324/9780203582046

Taylor, Affrica (2017) Beyond stewardship: common world pedagogies for the anthropocene. Environmental Education Research 23(10): 1448-1461. https://doi.org/10.1 080/13504622.2017.1325452 DOI: https://doi.org/10.1080/13504622.2017.1325452

Taylor, Carol A. (2021) Knowledge matters: five propositions concerning the reconceptualisation of knowledge in feminist new materialist, posthuman and postqualitative approaches. Murris, Karin (red) Navigating the postqualitative, new materialist and critical posthumanist terrains across discipline. New York: Routledge. DOI: https://doi.org/10.4324/9781003041177-2

Vikane, Jan H. og Høydalsvik, Torhild Erika L. (2024) Teachers’ expressed understandings concerning sustainability in the Norwegian ECE context. Environmental Education Research 30(3): 450-461. https://doi.org/10.1080/13504622.2023.2273785 DOI: https://doi.org/10.1080/13504622.2023.2273785

Voegelin, Salomé (2021) Sonic possible worlds, revised edition - Hearing the continuum of sound. 2. utgåvan. New York/London/Oxford/New Delhi/Sydney: Bloomsbury Publishing PLC. https://www.bloomsbury.com/uk/sonic-possible-worlds-revisededition-9781501367632/ DOI: https://doi.org/10.5040/9781501367656

Wargo, Jon M. (2018) Writing with wearables? Young children’s intra-active authoring and the sounds of emplaced invention. Journal of Literacy Research 50(4): 502- 523. https://doi.org/10.1177/1086296X18802880 DOI: https://doi.org/10.1177/1086296X18802880

Weldemariam, Kassahun, Boyd, Diane, Hirst, Nicky, Sageidet, Barbra Maria, Browder, Jamison K, Grogan, Leanne og Hughes, Fran (2017) A critical analysis of concepts associated with sustainability in early childhood curriculum frameworks across five national contexts. International Journal of Early Childhood 49(3): 333-351. https://doi. org/10.1007/s13158-017-0202-8 DOI: https://doi.org/10.1007/s13158-017-0202-8

Weldemariam, Kassahun (2020) Reconfiguring environmental sustainability in early childhood education: a post-anthropocentric approach. Avhandling. Göteborg: Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. DOI: https://doi.org/10.1080/13504622.2020.1854690

Åsberg, Cecilia (2017) Feminist posthumanities in the anthropocene: forays into the postnatural. Journal of Posthuman Studies 1(2): 185-204. http://doi.org/10.5325/ jpoststud.1.2.0185 DOI: https://doi.org/10.5325/jpoststud.1.2.0185