Recycling Piaget: Posthumanism and making children’s knowledge matter

Author(s)

Publication date

2018

Publisher

Taylor & Francis (Routledge)

Document type

Abstract

A growing body of research incorporates children’s perspectives into the research process. If we are to take children’s perspectives seriously in education research, research methodologies must be capable of addressing issues that matter to children. This article engages in a theoretical discussion that considers how a posthuman research methodology can support such an effort. Piaget’s early and lesser known qualitative studies on children’s conception of the world are re-read along with Karen Barad’s posthuman theory, using Catherine Malabou’s concept of plasticity. Through a plastic reading of Piaget and Barad, I consider how a posthuman theoretical framework might contribute to research seeking to access children’s perspectives. Before concluding, I reflect on some ethical concerns regarding posthuman research in education.

Keywords

Version

acceptedVersion

Permanent URL (for citation purposes)

  • https://hdl.handle.net/10642/5770