A POSTHUMAN PERSPECTIVE: Learning Entanglements Among a Child, Family Members, and the Material World

This chapter focuses on how human and nonhuman resources facilitate literacy learning across various contexts to disrupt the mind/body dichotomy by closely examining the material-discursive practices of Khoi, a four-year-old child, his family, and the more-than-human world. The longitudinal study explores his intra-active experiences surrounding Legos and gardening showcasing learning transformations over time. It provides a posthuman view of early literacy learning that opens the window into other ways of thinking about how young children are constantly being and becoming through intra-actions in their worlds. The chapter concludes with shifts in thinking regarding how early educators can utilize posthuman perspectives to improve pedagogical approaches to literacy learning that look toward fluid, indeterminant curricula that unfold nomadically at the hands of children and their material worlds.