Change search
ReferencesLink to record
Permanent link

Direct link
Kroppens tilblivelse i tid og rom: Analyser av materielle-diskursive hendelser i barnehagen
Norwegian University of Science and Technology, Faculty of Social Sciences and Technology Management, Norwegian Centre for Child Research (NOSEB).
2012 (Norwegian)Doctoral thesis, comprehensive summary (Other academic)
Abstract [no]

Avhandlingens mål er å analysere kroppen som et materielt subjekt. Med utgangspunkt i et materielt poststrukturalistisk perspektiv inspirert av blant annet filosofene Claire Colebrook, Michel Foucault, Elizabeth Grosz, Gilles Deleuze, Félix Guattari, rettes oppmerksomheten mot kroppens tilblivelse i barnehagen. Studiet er gjort i tre barnehager i perioden 2004-2007, og retter seg primært mot de yngste barna. Data er samlet inn gjennom deltakende observasjon og samtaler med personalet, og analysert som tekster som omhandler bevegelser i og mellom kropper og mellom kropper og gjenstander ute og inne i barnehagen. Avhandlingens fokus på kropp reiser sentrale spørsmål knyttet til ontologi og epistemologi som teoretisk og metodologisk tilnærming. Fra en kritisk poststrukturell etnografisk posisjon analyseres og dekonstrueres materielle hendelser og øyeblikk, inkludert forskerens egen forskerposisjon. I de fem forskningsartiklene som avhandlingen bygger på, analyseres barnas materielle agentskap i tid og rom; i klatrestativet, rundt matbordet og i sandkassa. Foucaults begreper makt, diskurs og subjektivitet løfter fram og synliggjør personalets produksjon av kunnskap om barn og gjenstander. Deleuzes begreper om tempo, energi og affekt fanger inn kunnskap om de yngste barnas subjektivitetsprosesser, gjennom materielle-diskursive analysestrategier. Avhandlingen bidrar gjennom dette analytiske grepet med ny kunnskap om hvordan de yngste barna i barnehagen blir konstituert og konstruert gjennom komplekse nettverk av relasjoner. Det argumenteres i avhandlingen for en materiell og fysisk dreining innenfor barnehageforskningen som gir verdi til møter mellom mennesker og gjenstander i tid og rom.

Abstract [en]

The purpose of this doctoral dissertation is to define through analyses the body as a material subject. Based on material poststructuralist perspectives inspired by philosophers like Claire Colebrook, Michel Foucault, Elizabeth Grosz, Gilles Deleuze, and Félix Guattari, this study focuses on the becoming body in a preschool context, with special reference to the youngest children. The study has been conducted in three preschools in the years 2004-2007. Data have been collected by means of participatory observation and through conversations with preschool staff. The textual data are movements in bodies and in relation to objects in the preschool context, both outdoors and indoors. With movements in bodies as objects of scrutiny, questions of ontology and epistemology need to be explored. Through the application of critical poststructuralist ethnographical methodology, this study analyses and deconstructs material events and moments while at the same time deconstructing the author’s position as a researcher. In these five research articles, children’s material agencies are analysed as they appear in various loci, when climbing, sitting around the table at mealtime, and playing in the sandbox. Foucault’s terms power, discourse, and subjectivity are analysed in relation to the kind of knowledge that is generated in preschool through the application of preschool material artefacts. Furthermore, Deleuze’s concepts of tempo, energy, and affect are explored in order to reveal the youngest children’s processes of subjectivity through materialdiscursive analytical strategies. This dissertation shows how the child is constituted and constructed through complex relational networks. It calls for a material and physical turn in researching early year’s education, by making visible and verbalising the importance of the continual encounters between humans and artefacts in time and space.

Place, publisher, year, edition, pages
NTNU, 2012.
Series
Doctoral theses at NTNU, ISSN 1503-8181 ; 2012:303
National Category
Social science Other disciplines within education
Identifiers
URN: urn:nbn:no:ntnu:diva-19559ISBN: 978-82-471-3923-3 (trykt utg.)ISBN: 978-82-471-3924-0 (elektr. utg.)OAI: oai:DiVA.org:ntnu-19559DiVA: diva2:573332
Public defence
2012-11-02, 00:00
Available from: 2012-11-30 Created: 2012-11-27 Last updated: 2012-11-30Bibliographically approved
List of papers
1. Sweethearts: the body as a learning subject
Open this publication in new window or tab >>Sweethearts: the body as a learning subject
2008 (English)In: Learning Bodies, 2008, 95-109 p.Chapter in book (Other academic)
Identifiers
urn:nbn:no:ntnu:diva-19561 (URN)978-87-7684-217-8 (ISBN)
Available from: 2012-11-28 Created: 2012-11-27 Last updated: 2012-11-30Bibliographically approved
2. The Complexity of Bodily Events through an Ethnographer's Gaze: focusing on the youngest children in preschool
Open this publication in new window or tab >>The Complexity of Bodily Events through an Ethnographer's Gaze: focusing on the youngest children in preschool
2009 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, Vol. 10, no 1, 55-65 p.Article in journal (Refereed) Published
Abstract [en]

This article discusses theoretical, methodological and analytical strategies for researching the material subject. The discussion relates to discursive practices in a preschool setting with children of one and two years of age, where the material subject includes both bodily and discursive practices. Using critical ethnography research, the author follows studies of lived life connected to body/place relations. When the body is the main focus in writing, it may be possible to understand how children at this age relate to each other in complex and multiple ways. From observations, the author deconstructs two events. These relate to how actions and movements are situated not only in language, but also in bodily practices amongst children. The body is a site for negotiation with pleasure, pain, other bodies, space and visibility. Working with bodily practices transforms how power is performed, and whose interests are silenced, marginalized or excluded. From a Foucauldian perspective, this is about knowledge/power relations. From a Deleuzean perspective, body/place relations transform how we may see, feel and think otherwise.

Identifiers
urn:nbn:no:ntnu:diva-19562 (URN)10.2304/ciec.2009.10.1.55 (DOI)
Available from: 2012-11-28 Created: 2012-11-27 Last updated: 2012-11-30Bibliographically approved
3. Gråtens mange ansikter - Toner og tempo i barnehagen
Open this publication in new window or tab >>Gråtens mange ansikter - Toner og tempo i barnehagen
2010 (English)In: Nordic Studies in Education, ISSN 1891-5914, Vol. 30, no 2, 102-112 p.Article in journal (Refereed) Published
Identifiers
urn:nbn:no:ntnu:diva-19563 (URN)
Available from: 2012-11-28 Created: 2012-11-27 Last updated: 2012-11-30Bibliographically approved
4. Food as Touch/Touching the Food: The body in-place and out-of-place in preschool
Open this publication in new window or tab >>Food as Touch/Touching the Food: The body in-place and out-of-place in preschool
2012 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 44, no 3, 323-334 p.Article in journal (Refereed) Published
Abstract [en]

The article explores the need to eat as a biological and social practice among children in a preschool in Norway. The children in this preschool are aged from one to two years of age, and some of them have just started there. Different events from mealtimes relate to Derrida's concept of touch and Grosz's notion of bodies in-place and out-of-place. How food touches the children and the practitioners is further discussed through a consideration of body/place relations, which are both material and reflect pedagogical discourses. Its overall context is not only touching the food in a concrete sense, but also food as touch seen as a philosophical concept. Analyzing touching relations around the table including movements in materiality, bodies and discourses of eating may empower the youngest children in a preschool setting.

Keyword
age, material-discursive practices, body, place, bodies in-place, out-of-place, the doing body, touch
Identifiers
urn:nbn:no:ntnu:diva-19560 (URN)10.1111/j.1469-5812.2010.00677.x (DOI)000301786900013 ()
Available from: 2012-11-28 Created: 2012-11-27 Last updated: 2012-11-30Bibliographically approved
5. Children’s bodies in time and place; an onto- epistemological approach
Open this publication in new window or tab >>Children’s bodies in time and place; an onto- epistemological approach
2012 (English)In: Reconceptualizing Educational Research Methodology (RERM), ISSN 1892-042X, Vol. 3, no 3Article in journal (Refereed) Published
Identifiers
urn:nbn:no:ntnu:diva-19566 (URN)
Note

Denne artikelen en nå publisert, den endelige versjonen finner du her:

http://journals.hioa.no/index.php/rerm/article/view/487  

This work is licensed under a Creative Commons Attribution 3.0 License. cc-by

Available from: 2012-11-28 Created: 2012-11-28 Last updated: 2013-01-07Bibliographically approved

Open Access in DiVA

fulltext(22576 kB)1154 downloads
File information
File name FULLTEXT02.pdfFile size 22576 kBChecksum SHA-512
43eead79ecc3f336c0ac08a47e75afadda6b7619e50177f018b19b498aeb2fa00e85b6a87bc6764abc4dee861dc97b7f336847a679256dd2bb4d50d068cfb7cd
Type fulltextMimetype application/pdf

By organisation
Norwegian Centre for Child Research (NOSEB)
Social scienceOther disciplines within education

Search outside of DiVA

GoogleGoogle Scholar
Total: 1154 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 819 hits
ReferencesLink to record
Permanent link

Direct link