Uronjeni u prostor mogućeg: Susret sa digitalnim tehnologijama u predškolskom vaspitanju i obrazovanju?
Ključne reči:
posthumanizam, poststrukturalizam, predškolsko vaspitanje i obrazovanje, digitalne tehnologije, ChatGPT
Sažetak
U svetu u kome učestvuju mnogi, obrazovanje se može razumeti kao susret koji pretpostavlja njihovo repozicioniranje, te prevazilaženje različitih binarnosti (kao što su priroda-kultura, realno-virtuelno, odrasli-dete i druge) koje odražavaju i podržavaju odnose moći u kojima prvi u dijadi ima moć/prevlast nad onim drugim. U vezi sa tim, shvatanje obrazovanja kao humanizujuće prakse potrebno je dekonstruisati i deteritorijalizovati. Polazeći od pitanja šta i koga obrazujemo u trenutku koji živimo, misleći sa različitim posthumanističkim i poststrukturalističkim idejama i konceptima kao linijama oslobađanja, te primerima susretanja sa digitalnim tehnologijama, i mnogim drugim oko i mimo njih, kao linijama susreta, ovim radom želimo da razmotrimo obrise predškolskog vaspitanja i obrazovanja koje materijalno i diskurzivno ispada iz unapred definisanih (humanističkih) okvira, te da uputimo na digitalne mikro-momente u vrtiću i mimo njega, koji bivaju u senci dominantnih razumevanja i praksi koje konstruišu odrasli (posebno istraživač). Ovakva razmišljanja sa (bićima, procesima, objektima, idejama...) uputila su na potrebu da se nepredvidivost prepozna i uvaži kao vrednosti obrazovnog procesa, da se razvija kapacitet za zajedničko delovanje i da se upoteba digitalnih tehnologija izmesti iz okvira koji pretpostavljaju njihovo razumevanje kao sredstava koja su podređena ljudskoj svrsi, te koja isključuju druge materijalnosti, pre nego da se sa njima neodvojivo prepliću.
Reference
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Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.
Barad, K. (2007). Meeting the Universe Halfway: Quantum Phisics and the Entaglement of Matter and Meaning. Duke University Press.
Barad, K. (2013). '2 Ma(r)king Time: Material Entanglements and Re-memberings: Cutting Together-Apart1'. In P. R. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (eds.), How Matter Matters: Objects, Artifacts, and Materiality in Organization Studies (pp. 16-31). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199671533.003.0002
Bennet, J. (2010). Vibrant Matter: A Political Ecology of Things. Duke University Press.
Bonilauri, S., & Tedeschi, M. (2019). Bordercrossings. In V. Vecchi, S. Bonilauri, I. Meninno, & M. Tedeschi (Eds.), Bordercrossings: Encounters with Living Things, Digital Landscapes (pp. 14-16). Reggio Children.
Brajdoti, R. (2016). Posthumano (M. Stošić, prev.). Fakultet za medije i komunikacije (FMK). (Originalno delo objavljeno 2013).
Burnett, C. (2017). The fluid materiality of tablets: Examining ‘the iPad multiple’ in a primary classroom. In C. Burnett, G. Merchant, A. Simpson & M. Walsh (Eds.). The case of the iPad: Mobile literacies in education (pp. 15-30). Springer.
Ceder, S. (2016). Cutting Through Water: Towards a Posthuman Theory of Educational Relationality [Doctoral dissertation, Faculty of Social Sciences, Lund University]. Lund University Publications. https://lup.lub.lu.se/search/publication/d5e67517-146c-45b1-b622-b2dbeb0a0f75
Ceder, S. (2019). Towards a Posthuman Theory of Educational Relationality. Routledge.
Collier, D. R. (2024). Disrupting hybrid ethnographic practices in literacies research: A story of shifting digital relations while virtually ‘babysitting Diane’. Digital Culture & Education, 15(1), 1-20. https://www.digitalcultureandeducation.com/volume-151
Cook, J. P. (2016). The Posthuman Curriculum and the Teacher [Doctoral Disseration]. Electronic Theses and Dissertations. https://digitalcommons.georgiasouthern.edu/etd/1430
de la Bellacasa, M. P. (2011). Matters of care in technoscience: Assembling neglected things. Social Studies of Science, 41(1), 85-106. https://doi.org/10.1177/0306312710380301
de la Bellacasa, M. P. (2017). Matters of Care: Speculative Ethics in More than Human Worlds. University of Minnesota Press.
DeFalco, A. (2020). Towards a Theory of Posthuman Care: Real Humans and Caring Robots. Body & Society, 26(3), 31-60. https://doi.org/10.1177/1357034X20917450
Duhn, I. (2015). Making agency matter: rethinking infant and toddler agency in educational discourse, Discourse: Studies in the Cultural Politics of Education, 36(6), 920-931. http://dx.doi.org/10.1080/01596306.2014.918535
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4, 711–728. https://doi.org/10.1007/s42438-022-00302-7
Gannon, S. (2016). ‘Local Girl Befriends Vicious Bear’: Unleashing Educational Aspiration through a Pedagogy of Material-Semiotic Entanglement. In C. A. Taylor & C. Hughes (eds.), Posthuman Practices in Education Research (pp. 186-205). Palgrave Macmillan.
Gibbons, A. (2015). Debating Digital Childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research, 2(1), 118-127. https://doi.org/10.1080/23265507.2015.1015940
Hackett, A., & Rautio, P. (2019). Answering the world: young children’s running and rolling as more-than-human multimodal meaning making. International Journal of Qualitative Studies in Education, 32(8), 1019–1031. https://doi.org/10.1080/09518398.2019.1635282
Hackett, A., MacLure, M., & Pahl, K. (2020). Literacy and language as material practices: Re-thinking social inequality in young children’s literacies. Journal of Early Childhood Literacy, 20(1), 3-12.
Haraway, D. (2006). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), The International Handbook of Virtual Learning Environments (pp. 117-158). Springer. https://doi.org/10.1007/978-1-4020-3803-7_4
Haraway, D. J. (2016). Staying with the Trouble: Making Kin in Chthulucene. Duke University Press.
Hayles, K. N. (1999). How we became posthuman: virtual bodies in cybernetics, literature and informatics. The Chicago University Press.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. Routledge.
Krnjaja, Ž. (2016). Gde stanjuje kvalitet (Knjiga 3): Razvijanje prakse dečjeg vrtića. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Krnjaja, Ž. i Pavlović Breneselović, D. (2022). Vodič za razvijanje integrisanog pristupa učenju kroz teme/projekte: Integrisani pristup učenju kroz teme/projekte u skladu sa Osnovama programa PVO “Godine uzleta”. Ministarstvo prosvete, nauke i tehnološkog razvoja.
Kuby, C. R., Rucker, T. G., & Kirchhofer, J. M. (2015). ‘Go Be a Writer’: Intra-activity with materials, time and space in literacy learning. Journal of Early Childhood Literacy, 15(3), 394-419. https://doi.org/10.1177/1468798414566702
Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford University Press.
Lee, N. (2001). Childhood and Society: Growing in the Age of Uncertainity. Open University Press.
Lenz Taguchi, H., & Palmer, A. (2013). A more ‘livable’ school? A diffractive analysis of the performative enactments of girls’ ill-/well-being with(in) school environments. Gender and Education, 25(6), 671–687. https://doi.org/10.1080/09540253.2013.829909
Lenters, K. (2016). Riding the Lines and Overwriting in the Margins: Affect and Multimodal Literacy Practices. Journal of Literacy Research, 48(3), 280-316. DOI: 10.1177/1086296X16658982
Lindgren, T. (2020). The figuration of the posthuman child. Discourse: Studies in the Cultural Politics of Education, 41(6), 914-925. https://doi.org/10.1080/01596306.2019.1576589
Lindgren, T., & Sjöstrand Öhrfelt, M. (2019). Fabricating The Posthuman Child In Early Childhood Education and Care. Philosophy of Education, 2017, 264-276.
Lévy, P. (2005). Collective Intelligence, a Civilisation: Towards a Method of Positive Interpretation. International Journal of Politics, Culture, and Society, 18(3/4), 189–198. http://www.jstor.org/stable/20059682
Malone, K. (2016). Reconsidering Children’s Encounters With Nature and Place Using Posthumanism. Australian Journal of Environmental Education, 32(1), 42–56. https://www.jstor.org/stable/26422912
Malone, K., Tesar, M., & Andrt, S. (eds.) (2020). Theorising Posthuman Childhood Studies. Springer.
Mazzarella, W. (2017). The Mana of Mass Society. The University of Chicago Press.
Miah, A. (2008). A Critical History of Posthumanism. In B. Gordijn, & R. Chadwick (Eds.), Medical Enhancement and Posthumanity (pp. 71-94). Springer. https://doi.org/10.1007/978-1-4020-8852-0_6
Mitranić, N. (2021). The Tales of Death and Kindergarten: Becoming in Dark Encounters [COVID-19 Edition]. AM Journal, 24, 41−56.
Mitranić, N. (2022). Kultivisanje igre u dečjem vrtiću [Doktorska disertacija]. NaRDuS. https://nardus.mpn.gov.rs/handle/123456789/21615
Mitranić, N. (2024). Čemu vredi strah? Oblikovanje vaspitno-obrazovnih vrednosti na afektivnom planu. U M. Stančić, N. Mitranić Marinković i K. Ovesni (ur.), Kuda se kreće vaspitanje i obrazovanje: vrednosti kao putokaz Beograd (str. 39-47). Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju i Pedagoško društvo Srbije.
Miškeljin, L. (2022). Detinjstv(a)o – konceptualizacije i kontekstualizacije: implikacije za praksu predškolskog vaspitanja i obrazovanja. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Murris, K. (2016a). The Posthuman Child: iii. In D. Kennedy & B. Bahler (eds.), Philosophy of Childhood Today (pp. 185-197). Lexington Books.
Murris, K. (2016b). The Posthuman Child: Educational transformation through philosophy with picturebooks. Routledge.
Murris, K. (2018). Posthumanism, de/colonising education and child(hoods) in South Africa. In K. Murris & J. Haynes (eds.), Literacies, Literature and Learning (pp. 52-78). Routledge.
Murris, K. (2020). Posthuman Child and the Diffractive Teacher: Decolonizing the Nature/Culture Binary. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (eds.), Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research (pp. 31-55). Springer.
Murris, K. (2023). ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years. European Early Childhood Education Research Journal, 31(5), 673-677. https://doi.org/10.1080/1350293X.2023.2250218
Murris, K., & Osgood, J. (2022). Risking erasure? Posthumanist research practices and figurations of (the) child. Contemporary Issues in Early Childhood, 23(3), 208-219. https://doi.org/10.1177/14639491221117761
Murris, K., & Peers, J. (2022). GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview. Contemporary Issues in Early Childhood, 23(3), 332-355. https://doi.org/10.1177/14639491221117219
Osnove programa predškolskog vaspitanja i obrazovanja – Godine uzleta (2018). Prosvetni glasnik, Službeni glasnik Republike Srbije, br. 16/2018.
Pavlović Breneselović, D. (2015). Gde stanuje kvalitet (Knjiga 2): Istraživanje sa decom prakse dečjeg vrtića. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Pavlović Breneselović, D., i Krnjaja, Ž. (2017). Kaleidoskop: Osnove diversifikovanih programa predškolskog vaspitanja i obrazovanja. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Prout, A. (2011). Taking a Step Away from Modernity: reconsidering the new sociology of childhood. Global Studies of Childhood, 1(1), 4-14. https://doi.org/10.2304/gsch.2011.1.1.4
Rautio, P. (2013). Children who carry stones in their pockets: on autotelic material practices in everyday life. Children’s Geographies, 11(4), 394-408. https://doi.org/10.1080/14733285.2013.812278
Rautio, P. (2014). Mingling and Imitating in Producing Spaces for Knowing and Being: 4 Insights from a Finnish Study of Child–Matter Intra-Action. Childhood, 21(4), 461–474. https://doi.org/10.1177/0907568213496653
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Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.
Barad, K. (2007). Meeting the Universe Halfway: Quantum Phisics and the Entaglement of Matter and Meaning. Duke University Press.
Barad, K. (2013). '2 Ma(r)king Time: Material Entanglements and Re-memberings: Cutting Together-Apart1'. In P. R. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (eds.), How Matter Matters: Objects, Artifacts, and Materiality in Organization Studies (pp. 16-31). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199671533.003.0002
Bennet, J. (2010). Vibrant Matter: A Political Ecology of Things. Duke University Press.
Bonilauri, S., & Tedeschi, M. (2019). Bordercrossings. In V. Vecchi, S. Bonilauri, I. Meninno, & M. Tedeschi (Eds.), Bordercrossings: Encounters with Living Things, Digital Landscapes (pp. 14-16). Reggio Children.
Brajdoti, R. (2016). Posthumano (M. Stošić, prev.). Fakultet za medije i komunikacije (FMK). (Originalno delo objavljeno 2013).
Burnett, C. (2017). The fluid materiality of tablets: Examining ‘the iPad multiple’ in a primary classroom. In C. Burnett, G. Merchant, A. Simpson & M. Walsh (Eds.). The case of the iPad: Mobile literacies in education (pp. 15-30). Springer.
Ceder, S. (2016). Cutting Through Water: Towards a Posthuman Theory of Educational Relationality [Doctoral dissertation, Faculty of Social Sciences, Lund University]. Lund University Publications. https://lup.lub.lu.se/search/publication/d5e67517-146c-45b1-b622-b2dbeb0a0f75
Ceder, S. (2019). Towards a Posthuman Theory of Educational Relationality. Routledge.
Collier, D. R. (2024). Disrupting hybrid ethnographic practices in literacies research: A story of shifting digital relations while virtually ‘babysitting Diane’. Digital Culture & Education, 15(1), 1-20. https://www.digitalcultureandeducation.com/volume-151
Cook, J. P. (2016). The Posthuman Curriculum and the Teacher [Doctoral Disseration]. Electronic Theses and Dissertations. https://digitalcommons.georgiasouthern.edu/etd/1430
de la Bellacasa, M. P. (2011). Matters of care in technoscience: Assembling neglected things. Social Studies of Science, 41(1), 85-106. https://doi.org/10.1177/0306312710380301
de la Bellacasa, M. P. (2017). Matters of Care: Speculative Ethics in More than Human Worlds. University of Minnesota Press.
DeFalco, A. (2020). Towards a Theory of Posthuman Care: Real Humans and Caring Robots. Body & Society, 26(3), 31-60. https://doi.org/10.1177/1357034X20917450
Duhn, I. (2015). Making agency matter: rethinking infant and toddler agency in educational discourse, Discourse: Studies in the Cultural Politics of Education, 36(6), 920-931. http://dx.doi.org/10.1080/01596306.2014.918535
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4, 711–728. https://doi.org/10.1007/s42438-022-00302-7
Gannon, S. (2016). ‘Local Girl Befriends Vicious Bear’: Unleashing Educational Aspiration through a Pedagogy of Material-Semiotic Entanglement. In C. A. Taylor & C. Hughes (eds.), Posthuman Practices in Education Research (pp. 186-205). Palgrave Macmillan.
Gibbons, A. (2015). Debating Digital Childhoods: Questions concerning technologies, economies and determinisms. Open Review of Educational Research, 2(1), 118-127. https://doi.org/10.1080/23265507.2015.1015940
Hackett, A., & Rautio, P. (2019). Answering the world: young children’s running and rolling as more-than-human multimodal meaning making. International Journal of Qualitative Studies in Education, 32(8), 1019–1031. https://doi.org/10.1080/09518398.2019.1635282
Hackett, A., MacLure, M., & Pahl, K. (2020). Literacy and language as material practices: Re-thinking social inequality in young children’s literacies. Journal of Early Childhood Literacy, 20(1), 3-12.
Haraway, D. (2006). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century. In J. Weiss, J. Nolan, J. Hunsinger, & P. Trifonas (Eds.), The International Handbook of Virtual Learning Environments (pp. 117-158). Springer. https://doi.org/10.1007/978-1-4020-3803-7_4
Haraway, D. J. (2016). Staying with the Trouble: Making Kin in Chthulucene. Duke University Press.
Hayles, K. N. (1999). How we became posthuman: virtual bodies in cybernetics, literature and informatics. The Chicago University Press.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. Routledge.
Krnjaja, Ž. (2016). Gde stanjuje kvalitet (Knjiga 3): Razvijanje prakse dečjeg vrtića. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Krnjaja, Ž. i Pavlović Breneselović, D. (2022). Vodič za razvijanje integrisanog pristupa učenju kroz teme/projekte: Integrisani pristup učenju kroz teme/projekte u skladu sa Osnovama programa PVO “Godine uzleta”. Ministarstvo prosvete, nauke i tehnološkog razvoja.
Kuby, C. R., Rucker, T. G., & Kirchhofer, J. M. (2015). ‘Go Be a Writer’: Intra-activity with materials, time and space in literacy learning. Journal of Early Childhood Literacy, 15(3), 394-419. https://doi.org/10.1177/1468798414566702
Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford University Press.
Lee, N. (2001). Childhood and Society: Growing in the Age of Uncertainity. Open University Press.
Lenz Taguchi, H., & Palmer, A. (2013). A more ‘livable’ school? A diffractive analysis of the performative enactments of girls’ ill-/well-being with(in) school environments. Gender and Education, 25(6), 671–687. https://doi.org/10.1080/09540253.2013.829909
Lenters, K. (2016). Riding the Lines and Overwriting in the Margins: Affect and Multimodal Literacy Practices. Journal of Literacy Research, 48(3), 280-316. DOI: 10.1177/1086296X16658982
Lindgren, T. (2020). The figuration of the posthuman child. Discourse: Studies in the Cultural Politics of Education, 41(6), 914-925. https://doi.org/10.1080/01596306.2019.1576589
Lindgren, T., & Sjöstrand Öhrfelt, M. (2019). Fabricating The Posthuman Child In Early Childhood Education and Care. Philosophy of Education, 2017, 264-276.
Lévy, P. (2005). Collective Intelligence, a Civilisation: Towards a Method of Positive Interpretation. International Journal of Politics, Culture, and Society, 18(3/4), 189–198. http://www.jstor.org/stable/20059682
Malone, K. (2016). Reconsidering Children’s Encounters With Nature and Place Using Posthumanism. Australian Journal of Environmental Education, 32(1), 42–56. https://www.jstor.org/stable/26422912
Malone, K., Tesar, M., & Andrt, S. (eds.) (2020). Theorising Posthuman Childhood Studies. Springer.
Mazzarella, W. (2017). The Mana of Mass Society. The University of Chicago Press.
Miah, A. (2008). A Critical History of Posthumanism. In B. Gordijn, & R. Chadwick (Eds.), Medical Enhancement and Posthumanity (pp. 71-94). Springer. https://doi.org/10.1007/978-1-4020-8852-0_6
Mitranić, N. (2021). The Tales of Death and Kindergarten: Becoming in Dark Encounters [COVID-19 Edition]. AM Journal, 24, 41−56.
Mitranić, N. (2022). Kultivisanje igre u dečjem vrtiću [Doktorska disertacija]. NaRDuS. https://nardus.mpn.gov.rs/handle/123456789/21615
Mitranić, N. (2024). Čemu vredi strah? Oblikovanje vaspitno-obrazovnih vrednosti na afektivnom planu. U M. Stančić, N. Mitranić Marinković i K. Ovesni (ur.), Kuda se kreće vaspitanje i obrazovanje: vrednosti kao putokaz Beograd (str. 39-47). Univerzitet u Beogradu – Filozofski fakultet, Institut za pedagogiju i andragogiju i Pedagoško društvo Srbije.
Miškeljin, L. (2022). Detinjstv(a)o – konceptualizacije i kontekstualizacije: implikacije za praksu predškolskog vaspitanja i obrazovanja. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Murris, K. (2016a). The Posthuman Child: iii. In D. Kennedy & B. Bahler (eds.), Philosophy of Childhood Today (pp. 185-197). Lexington Books.
Murris, K. (2016b). The Posthuman Child: Educational transformation through philosophy with picturebooks. Routledge.
Murris, K. (2018). Posthumanism, de/colonising education and child(hoods) in South Africa. In K. Murris & J. Haynes (eds.), Literacies, Literature and Learning (pp. 52-78). Routledge.
Murris, K. (2020). Posthuman Child and the Diffractive Teacher: Decolonizing the Nature/Culture Binary. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (eds.), Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research (pp. 31-55). Springer.
Murris, K. (2023). ChatGPT, care and the ethical dilemmas entangled with teaching and research in the early years. European Early Childhood Education Research Journal, 31(5), 673-677. https://doi.org/10.1080/1350293X.2023.2250218
Murris, K., & Osgood, J. (2022). Risking erasure? Posthumanist research practices and figurations of (the) child. Contemporary Issues in Early Childhood, 23(3), 208-219. https://doi.org/10.1177/14639491221117761
Murris, K., & Peers, J. (2022). GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview. Contemporary Issues in Early Childhood, 23(3), 332-355. https://doi.org/10.1177/14639491221117219
Osnove programa predškolskog vaspitanja i obrazovanja – Godine uzleta (2018). Prosvetni glasnik, Službeni glasnik Republike Srbije, br. 16/2018.
Pavlović Breneselović, D. (2015). Gde stanuje kvalitet (Knjiga 2): Istraživanje sa decom prakse dečjeg vrtića. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Pavlović Breneselović, D., i Krnjaja, Ž. (2017). Kaleidoskop: Osnove diversifikovanih programa predškolskog vaspitanja i obrazovanja. Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu.
Prout, A. (2011). Taking a Step Away from Modernity: reconsidering the new sociology of childhood. Global Studies of Childhood, 1(1), 4-14. https://doi.org/10.2304/gsch.2011.1.1.4
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