Anne B. Reinertsen

Posthumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open looks at the true value and possibilities of 'learning' and knowledge within the emerging field of New Public Governance by examining, through a posthumanist lens and other perspectives, the paradoxical knowledge situation we are in today. This book addresses the constitution of knowledge as an uncertain process, understanding text as spaces for entanglements of knowledge – knowledge not as certainty but as uncertainty – and writing as the act and art of engaging with these entanglements. Through examining research from multiple perspectives, text, stories as narrative are constructed as data – showing ethnographic engagements between writers, readers and texts. The authors show how to construct messy entanglements of continual, always already constant thinking and becomings, through the art and science of research and writing as knowledging processes. Suitable for scholars of posthumanist thinking in Education and the social sciences, this book challenges the academy to look at new ways of thinking with and through knowledge and showing the importance of such processes.

Posthumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open looks at the true value and possibilities of 'learning' and knowledge within the emerging field of New Public Governance by examining, through a posthumanist lens and other perspectives, the paradoxical knowledge situation we are in today. This book addresses the constitution of knowledge as an uncertain process, understanding text as spaces for entanglements of knowledge – knowledge not as certainty but as uncertainty – and writing as the act and art of engaging with these entanglements. Through examining research from multiple perspectives, text, stories as narrative are constructed as data – showing ethnographic engagements between writers, readers and texts. The authors show how to construct messy entanglements of continual, always already constant thinking and becomings, through the art and science of research and writing as knowledging processes. Suitable for scholars of posthumanist thinking in Education and the social sciences, this book challenges the academy to look at new ways of thinking with and through knowledge and showing the importance of such processes.

Learning to Lead in Early Childhood Education makes a major new contribution to the educational leadership literature in early childhood education. Three sharply contrasting theoretical and methodological approaches are explained, each with an accompanying case study as a separate chapter. This allows readers to clearly see the relationship between theory, research, and practice, including theory-driven approaches to analysis. By drawing the case studies from three countries – Australia, Norway, and Aotearoa New Zealand, including one involving Indigenous participants – this book allows readers to learn about early childhood leadership policy and cultures in settings with different languages, histories, and national contexts. It will appeal to early childhood centre leaders, early childhood education and leadership academics, and post-graduate students in educational leadership interested in the potential of – and for – multiple approaches to leadership research and learning in early childhood education.

Learning to Lead in Early Childhood Education makes a major new contribution to the educational leadership literature in early childhood education. Three sharply contrasting theoretical and methodological approaches are explained, each with an accompanying case study as a separate chapter. This allows readers to clearly see the relationship between theory, research, and practice, including theory-driven approaches to analysis. By drawing the case studies from three countries – Australia, Norway, and Aotearoa New Zealand, including one involving Indigenous participants – this book allows readers to learn about early childhood leadership policy and cultures in settings with different languages, histories, and national contexts. It will appeal to early childhood centre leaders, early childhood education and leadership academics, and post-graduate students in educational leadership interested in the potential of – and for – multiple approaches to leadership research and learning in early childhood education.