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This article considers pedagogical approaches for dealing with waste in early childhood settings. Early childhood education is overtly complicit in the leaky wastes of fabrication and consumption, yet this complicity is rarely addressed in pedagogy in ways that move beyond anthropocentric and heroic framings buoyed by neoliberal consumerism and governmentality. Moments from two collaborative inquiries with materials, children, and educators are included to act as provocations for questioning the responsibility of early childhood education in intergenerational ecological justice-to-come. Theoretical insights from feminist science studies are drawn on to (re)imagine pedagogies of waste as emerging through less-than-seamless, often unequal, always imperfect relatings.

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