Search results for: Sellers Marg

In the present article the author works (as) rhizome, bringing the imaginaries becoming and milieu into an early childhood curriculum conversation towards perturbing conventional, entrenched developmental understandings of young children and their learning. It is within/in multiplicitous processing through becoming-child(ren) that the author re(con)ceives children and their relationships with curriculum as a performativity of the milieu(s) they inhabit, milieus that slide alongside/over/through those of adult worlds of curriculum.