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In putting posthuman theories to work, we shift our gaze beyond the human in two early education classrooms to imagine walls as palimpsests. By thinking-with palimpsests, we imagine walls as multi-layered agentic objects that do more than hold shifting configurations of documentation. Thinking-with walls as palimpsests enables us to make-sense of walls in relation to the past and present through multiple materialities, spaces and times. With this experimental and playful writing, we story wall encounters through stretching our attention to the everydayness of the human-non-human-more-than-human life of walls. In offering up two wall stories, we move our gaze to zoom in and out of walls' mundanities to materialize encounters. Other kinds of knowledge can be made and remade with different kinds of noticing that take seriously non-human mundanities of time, space and matter with wall storyings. Taking a seriously playful, and speculative, approach we leave our musings of the wall stories unfinished so that new knowledge, and unthought thoughts can be made. We offer provocations for you, dear reader, to take into dialogue with your own walls. [ABSTRACT FROM AUTHOR]

Through this art-based paper, I bewilder the 'pioneering' approaches of Reggio Emilia by troubling how pedagogies mobilise through social media. With research-creation and posthuman theories, I notice a human-more-than-human digital entwinement inter-related with academic performativity. Whilst media lends itself to the sharing of pedagogical aesthetics, meanings can be redacted and partial when entangled within hypercapitalised economies. I contend that mediated performativities both reduce and produce. Whilst the brevity of social mediation can over-simplify, digital doings can be productive. I posit that how media is configured matters, and its mobilisation co-creates pedagogical knowledge as a constantly evolving cultural and critical pedagogy. [ABSTRACT FROM AUTHOR]

We write as a collaborative mode of embodied writing that moves, tags, and re-sites us elsewhere, that mis/dis/aligns self-other, and permeates various stable body(boundaries). We write as a group of (un)bounded (virtual) bodies who aim to collectively create and tag arguments. We write as a collective body where materialities, ideas, discussions and writing become in the doing. Different relational collective practices shared here disturb, disperse, question, undo and undermine sole authorship and consider how tags work and what tags might produce when these objects/things shape our academic lives. While engaged in tagging we also considered how tags tug, how tags shape the ways we think, feel and experience our academic lives. How are we produced by tags? What do tags produce (in/on) us and in our embodied lives? [ABSTRACT FROM AUTHOR]

This paper is a reflective study of a collaborative research experience involving four colleagues. We discuss our experiences to consider how to develop a supportive collegial relationship at a time when working in higher education is often framed as competitive and focused upon defined 'outputs'. To make the analysis we explore the role of language in positioning us as Foucauldian subjects, we consider how self-identity is visually and orally produced within the sharing of life history narratives and personal inventories, and we reflect upon how we navigated the research process together, in particular noting the importance of our humorous invocation of the 1970s pop idol Rod Stewart to counter tensions. This article contributes to an emerging area of research that identifies a need for ethical approaches to co-working within academic circles. We conclude by reflecting on what we can offer to other academics. [ABSTRACT FROM AUTHOR]

The dyadic nature of the teacher–child relationship is recognized as a significant factor in young children’s learning experiences. However understandings about how teachers’ own personal and professional identities and experiences influence their construction of teacher–child relationships are under researched. This article extends upon earlier research by exploring the concept of a networked dimension of teachers’ personal relationships and how they inform their perceptions of their relationships with children within a dynamic system. Through the interpretation of four teachers’ life history narratives and utilizing the lens of development systems theory, we present original insights regarding how they understand their personal and professional relationships with children. We illuminate how teachers’ lives are open, networked and overlapping in nature and that there are implications for teachers’ initial education and professional development. [ABSTRACT FROM PUBLISHER]