Liminal relationalities: on collaborative writing with/in and against race in the study of early childhood

Shaddai Tembo*, Simon Bateson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Collaborative writing is well established in the humanities, but with little focus on how the writing relationship comes into being, including the power and relational dynamics at play. This is especially pertinent both when Black and “white” (sic) authors collaborate in writing about race, and in the process of writing collaborative autoethnographies. In this article the authors narrate, or rather “enact”, the movements of their coming together in order to write about race in the context of early learning and childcare. Linking their collaboration to the Deleuzian theory of becoming and Bakhtin’s dialogic imagination, they present a manifesto for anti-racist inquiry which decentres colonial tropes of individuation in favour of ‘staying with the trouble’ of identity and race. Throughout, they connect the inception of their research relationship to the politics of childhood and early years education in Scotland today.
Original languageEnglish
Number of pages15
JournalInternational Journal of Qualitative Studies in Education
Early online date20 Apr 2022
DOIs
Publication statusE-pub ahead of print - 20 Apr 2022

Keywords

  • collaborative inquiry
  • early childhood
  • race
  • Scotland

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