What else does researching with Haraway’s successor science make possible in childhood studies? – Dr Jayne Osgood, Professor of Education, Middlesex University

May 7, 2019 @ 4:30 pm – 6:00 pm
Donald McIntyre Building
Faculty of Education, 184 Hills Road
room GS1
Araceli Hopkins

This paper aims to reconfigure entrenched ideas about childhood by considering the possibilities that are generated when attention is turned to everyday habits, ordinary routines and mundane situations that play out in early childhood contexts and that are integral to the ways in which we think. As a feminist researcher, moving from a decade-long preoccupation to critique, problematize and deconstruct to a place of embracing and enacting new materialist philosophy in my more recent work, I am confronted by a cacophony of ambivalences. There is little doubt that working with feminist new materialism presents certain ontological and epistemological shifts in the approaches that can be taken to think more expansively about our relational entanglements in early childhood contexts; it involves embracing uncertainty and not knowing. , I offer a generative account of seeking to work with Barad’s (2007:384) conceptualisation of ethics as
onto-epistemological, as she states: ‘ethics is about mattering, about
taking account of the entangled materialisations of which we are part,
including new configurations, new subjectivities, new possibilities – even
the smallest cuts matter.

Dr Jayne Osgood is Professor of Education (Early Years & Gender) based
at the Centre for Education Research & Scholarship, Middlesex University.
Her present methodologies and research practices are framed by feminist
new materialism. She has published extensively within the postmodernist
paradigm including Special Issues of the journal Contemporary Issues in
Early Childhood (2006, 2016 and 2017) and Narratives from the Nursery:
negotiating professional identities in Early Childhood (Routledge, 2012)
and currently Feminist Thought in Childhood Research (Bloomsbury Series).
She is a member of several editorial boards including Contemporary Issues
in Early Childhood, British Education Research Journal, and is Co-Editor
of Gender & Education Journal and Co-Editor of Reconceptualising
Education Research Methodology.