Abstract
This chapter focuses on how a posthumanist approach was used in a BA Childhood Studies course session to develop the undergraduate research processes, students’ reflective practice and experiential learning. It considers how creative arts may help students develop an awareness of how these aspects are ‘entangled’. It describes how a sensory activity was used to evoke memories and spaces of childhood, and how a range of objects which had different textures, feels and smells created a material assemblage that disrupted the usual pedagogy. The viewpoint proposes that a multisensory engagement with arts, materials and space can enable students to understand children’s perspectives and enhance children’s participation.
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Hatton, A. (2019). A Posthuman Pedagogy for Childhood Studies (Viewpoint). In: Taylor, C.A., Bayley, A. (eds) Posthumanism and Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14672-6_12
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DOI: https://doi.org/10.1007/978-3-030-14672-6_12
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