Abstract
As critical Early Childhood Education and Care (ECEC) educators and academics we hold shared concerns about the impact of a neoliberalisation of pedagogy, and the effects of climate change on young children and educators’ lives. This chapter employs hauntology, relational time, and data-ghosts to develop arguments on ways to critically re-conceptualise ECEC pedagogy and practice. We do this by returning to the connections we made during COVID-19 where we engaged with online journaling to draw together theory, practices, and the hauntings that were informing our thinking. Our journaling was untethered from ontic and linear time where past, present and future events are/were entangled and relational. In the present we revisit the hauntological potential of online journaling and explore what the affective dimensions of the ghosts that still resonate with us might offer social studies. We offer this chapter as a hauntological hope, a means to untether time from experiences. Employing ruptures from our journaling and subsequent thinking, intermingled with theoretical and ECEC scholarship, we provide alternative readings of living, affecting, haunting, and sharing lifeworld’s together-apart.
| Original language | English |
|---|---|
| Title of host publication | Hauntological Social Studies |
| Subtitle of host publication | More-Than-Human Deviances, Imbrications, and Proliferations of Possibility |
| Editors | Bretton Varga |
| Publisher | Springer |
| Publication status | Accepted for publication - 4 Sept 2024 |
Keywords
- early childhood education and care
- hauntology
- feminist materialism
- time