Search results for: Hultman Karin

The purpose of this article is to challenge the habitual anthropocentric gaze we use when analyzing educational data. By enacting analysis of photographic images from a preschool playground, using a relational materialist methodological approach, the authors put to work concepts that open up possibilities to understand the child as emergent in a relational field, where non-human forces are equally at play in constituting children's becomings. In the second part of the article, the authors discuss how the decentring of the child may also be applied to researchers as producers of knowledge.