Playful Encounters with Material-Discursive Practices in a Korean Kindergarten: Touching and Re-Membering with Spacetimemattering
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Every encounter generates diffractions through and intra-actions with others (human and nonhuman), reconfiguring topology and relationality. Through a relational materialist approach, which pays keen attention to the material-discursive environment and provokes researchers to go beyond the anthropocentric approach of traditional research, we aim to illuminate how space, time, and matter are intertwined and intra-act in different encounters in a Korean kindergarten. From data generated with the inspiration of post-qualitative inquiry, three distinct encounters were uncovered: a) encounters with/in the in-between spaces, b) encounters with/in the classroom, and c) encounters with/in nature. The ‘in-between’ spaces changed our perceptions and experiences by touching the human and nonhuman entities entangled with the cultural significance they carry. Encounters with/in the classroom showed that the long-standing binary boundaries of learning/play or body/mind became blurred in a play-centered curriculum. We also found that spacetimemattering took place through encounters with/in nature, opening up never-ending and ever-changing possibilities. We suggest that a relational materialist approach offers an opportunity to re-remember and thus reconfigure these encounters from a different perspective by giving voices to the usually unheard nonhuman entities, opening possibilities for different world-making and living-with.
Abstract
Every encounter generates diffractions through and intra-actions with others (human and nonhuman), reconfiguring topology and relationality. Through a relational materialist approach, which pays keen attention to the material-discursive environment and provokes researchers to go beyond the anthropocentric approach of traditional research, we aim to illuminate how space, time, and matter are intertwined and intra-act in different encounters in a Korean kindergarten. From data generated with the inspiration of post-qualitative inquiry, three distinct encounters were uncovered: a) encounters with/in the in-between spaces, b) encounters with/in the classroom, and c) encounters with/in nature. The ‘in-between’ spaces changed our perceptions and experiences by touching the human and nonhuman entities entangled with the cultural significance they carry. Encounters with/in the classroom showed that the long-standing binary boundaries of learning/play or body/mind became blurred in a play-centered curriculum. We also found that spacetimemattering took place through encounters with/in nature, opening up never-ending and ever-changing possibilities. We suggest that a relational materialist approach offers an opportunity to re-remember and thus reconfigure these encounters from a different perspective by giving voices to the usually unheard nonhuman entities, opening possibilities for different world-making and living-with.
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