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Mapping a Collaborative Cartography of the Encounters between the Neurosciences and Early Childhood Education Practices
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.ORCID iD: 0000-0003-3688-4357
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
2018 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 39, no 2, p. 242-257Article in journal (Refereed) Published
Abstract [en]

This paper takes its starting point in a shared problem of concern, formulated in terms of what might be produced – or not – as effects of encounters between neuroscientific research and preschool practices. The aim is to show what emerged in collaborative encounters, in what is theorized and practised as Deleuzo–Guattarian-inspired cartography mapping exercises. During regularly scheduled staff ‘reflection meetings’, an invited doctoral student enacted, participated, and documented these encounters with preschool staff at three preschools in the same area outside Stockholm, Sweden. Two major lines of articulation, converging around a core problem, were collaboratively constructed and put on this ‘map’. These were then actively put to play to be disrupted and deterritorialized, making ways for new diverging lines and potential reconfigured forms of literacy practices.

Place, publisher, year, edition, pages
2018. Vol. 39, no 2, p. 242-257
Keywords [en]
Educational neuroscience, Gilles Deleuze and Felix Guattari, cartography, deterritorialization, collaboration, matter of concern, praxiographical fieldwork, early childhood education
National Category
Educational Sciences
Research subject
Early Childhood Education
Identifiers
URN: urn:nbn:se:su:diva-153144DOI: 10.1080/01596306.2017.1396732ISI: 000423488700006OAI: oai:DiVA.org:su-153144DiVA, id: diva2:1184019
Available from: 2018-02-20 Created: 2018-02-20 Last updated: 2019-08-19Bibliographically approved
In thesis
1. När förskolan möter neurovetenskap: Kunskapsteoretiska möten i teori och i praktik
Open this publication in new window or tab >>När förskolan möter neurovetenskap: Kunskapsteoretiska möten i teori och i praktik
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
When preschool meets neuroscience : Epistemological encounters in theory and in practice
Abstract [en]

This doctoral thesis in Early Childhood Education reports on encounters between the theories and practices of Swedish preschool and research-based neuroscience knowledge. Thus, this thesis concerns epistemological encounters and didactic consequences. The scientific problem pertains to the relation between scientifically generated knowledge and educational practices in preschool, with specific attention to the requirement that preschool, as the first level in the Swedish education system, should be based on scientific knowledge and verified experience-based knowledge. The didactic problem emerging from this scientific problem concerns how this might affect the daily practices of responsible preschool teachers and educators at large.

The thesis adopts a relational ontology with a multi-epistemological and methodological approach, based primarily on Stengers’ (e.g., 2018) and Mols’ (e.g., 2002) respective scholarship. The aims of the thesis are to investigate, firstly; what is produced in epistemological encounters within and between the research fields of Early Childhood Education and neuroscience. Secondly; what is produced between these fields and preschool didactic practices. The focus for the latter is on the didactic practices relying on the extended language concept in the Swedish preschool curriculum.

To explore these aims in more detail, a series of so-called cartography mapping exercises have been conducted. On the one hand, in the analyses of the literature aimed at bringing the two fields together. On the other hand, cartography mapping has been conducted with educators in three preschools collaboratively analyzing their literacy practices. The Deleuze-inspired (Deleuze & Guattari, 1987) methodology of cartography mapping aspire to simultaneously critically deconstruct and productively experiment with underlying lines of thinking emerging from scientific or philosophical problems that concern development and learning, and especially language development and skills of literacy during the preschool years (Lenz Taguchi, 2016a, 2016b).

The knowledge that this thesis produces is summarized below. Cartography mapping can be used both as a research method and as a method in pedagogical practice. In addition, cartography mapping can accommodate issues in different epistemologies and in different practices, such as research practice and preschool didactic practice. That is, practices that are related and share an overarching aim, but which are nevertheless not the same. The method reveals the different epistemologies present and how they can operate simultaneously within preschool didactic practice. The results from the thesis support the Swedish preschool curriculum goals which encompasses a dual assignment of learning (group and individual), that require different epistemological and didactic methods to be fulfilled.

A preschool practice based on scientific evidence and verified experience-based knowledge thus requires the use of a wide range of theories and epistemologies to guide preschool staff. Hence, the results of this thesis show not just the presence, but also the possibility of developing a multi-epistemological didactic repertoire in preschool development and learning practices.

Place, publisher, year, edition, pages
Stockholm: Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet, 2019. p. 156
Keywords
neuroeducation, educational neuroscience, Swedish preschool, early childhood education, cartographic mapping, neuropedagogik, pedagogisk neurovetenskap, svensk förskola, förskoledidaktik, kartografiskt spårande
National Category
Didactics Pedagogy
Research subject
Early Childhood Education
Identifiers
urn:nbn:se:su:diva-171252 (URN)978-91-7797-745-2 (ISBN)978-91-7797-746-9 (ISBN)
Public defence
2019-09-20, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

Available from: 2019-08-28 Created: 2019-08-04 Last updated: 2019-08-19Bibliographically approved

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