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In this article I examine the productive relations between Elizabeth Povinelli’s notion of learning-how and the pedagogical provocations proposed by the Common World Childhoods Research Collective. First, I encourage a move from thinking about the child as subject-object-other of early childhood education to thinking about relational becomings in common worlds. Second, I draw on Povinelli’s work to propose a form of geontological learning that shifts from learning-about to learning-with a range of existents. Geontological learning attends to the thick enmeshment of nonhuman geographies, more-than-human existents, and human lives in the quirky, messy, complex common worlds we co-inhabit.

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