GoPro(blem)s and possibilities: Keeping the child human of colour in play in an interview. (September 2022)

• Record Type: Journal Article
• Authors: Murris, Karin; Peers, Joanne
• Other Names: Murris Karin guest-editor.; Osgood Jayne guest-editor.
• Is Part Of: Contemporary issues in early childhood. Volume 23:Number 3(2022)
• Page Start: 332
• Page End: 355
• Publication Date: 2022-09
• Subjects: Agential realism -- Barad -- digital play -- education research -- GoPro -- interview -- South Africa; Child development -- Periodicals; Early childhood education -- Periodicals; Children -- Periodicals; Social work with children -- Periodicals; 305.231
• DOI: 10.1177/14639491221117219
• Languages: English
• ISSNs: 1463-9491

Abstract

In response to the call for papers for this special issue and the questions it poses, the authors show how the ontological posthumanist shift of agential realism does not erase but keeps the child human of colour in play, despite the inclusion of the other-than-(Adult)human in its methodologies. Through a montaging technique, the authors explore the philosophical complexity of 'decentering without erasure' by re-turning to data from a large international research project – Children, Technology and Play (2019–2020). Through an agential realist reading of interview data 'of' 'seven-year-old' Henry when visiting him at home in an informal settlement in Cape Town, they show what else is going on, and the politically radical and subtle philosophical difference this makes for reconfiguring child subjectivity. To do more justice to the complexity of reality, the analysis bounces around like Henry's sack ball and zooms in on the role apparatuses such as GoPros play in research. The authors 'follow the child' literally but differently, without excluding or erasing the more-than-(Adult)human. In meeting Henry, they also meet Eshal, who introduces the GoPro(blem). By diffractively reading Karen Barad's scholarship through visual and aural texts, the authors respond to the question of how posthumanist research makes a difference to childhood studies. They show how the agential realist move(ment) from Object and Subject to Phenomenon explodes ageist, ableist, racist, extractive and settler-colonial logics in education research.