Overview
- Crosses disciplinary boundaries by drawing on a variety of methodological approaches
- Extends contemporary definitions of science fiction in questions regarding pedagogy and childhood studies
- Calls for a reconsideration of childhood in ways that challenge dominant development and globalization discourses
- Questions conventional approaches to constructions of childhood prevalent in the social and political imaginaries
Part of the book series: Children: Global Posthumanist Perspectives and Materialist Theories (CGPPMT)
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Table of contents (13 chapters)
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Affect
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Pedagogy
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Conclusion
Keywords
- Childhood studies and science fiction
- sociology of childhood
- childhood and popular culture
- cultural studies as method
- theorizing science fiction
- pedagogy and science fiction
- childhood and power in science fiction
- childhood and horror
- childhood and posthumanism
- childhood and dystopia
- technology and childhood
- science fiction and agency
- childhood and affect in science fiction
- child in the post-anthropocene
- childhood studies
About this book
This book invites readers to both reassess and reconceptualize definitions of childhood and pedagogy by imagining the possibilities - past, present, and future - provided by the aesthetic turn to science fiction. It explores constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry, and discusses what counts as science fiction and why science fiction counts.
The book examines the notion of relationships in a variety of genres and stories; probes affect in the convergence of childhood and science fiction; and focuses on questions of pedagogy and the ways that science fiction can reflect the status quo of schooling theory, practice, and policy as well as offer alternative educative possibilities. Additionally, the volume explores connections between children and childhood studies, pedagogy and posthumanism. The various contributors use science fiction as the frame of reference through which conceptual links between inquiry and narrative, grounded in theories of media studies, can be developed.
Reviews
“This book by David W. Kupferman and Andrew Gibbons begins from the premise that the machine creates childhood. It uses science fiction as the method of inquiry to explore the social imaginary of childhood to explore posthumanist ethics and new subjectivities of children. Inspired by Kant’s Aesthetics as a first philosophy the authors explore the literary works of Le Guin, Asimov and Bradbury, and movies like Ridley Scott’s Alien to rethink and reconceptualise childhood. The book is worthy on all kinds of levels for the way it explores popular culture and the connections it draws between science, identity, and childhood studies. Highly recommended.” (Michael A. Peters, Distinguished Professor, Beijing Normal University)
Editors and Affiliations
About the editors
Andrew Gibbons is an early childhood teacher, teacher educator, and associate professor at the School of Education, Auckland University of Technology. His research focuses on the construction and experience of the early childhood teaching profession drawing upon the philosophy of early childhood education and the philosophy of technology. His book The Matrix Ate My Baby (Sense) critiques the role of new media in early childhood education. In Education, Ethics and Existence: Camus and the Human Condition (Routledge, co-authored with Peter Roberts and Richard Heraud), he explores the contribution of Albert Camus for the critique of schooling. Andrew is Editor in Chief of ELearning and Digital Media, Executive Editor of the Encyclopedia of Educational Philosophy and Theory and Associate Editor of Educational Philosophy and Theory.
Bibliographic Information
Book Title: Childhood, Science Fiction, and Pedagogy
Book Subtitle: Children Ex Machina
Editors: David W. Kupferman, Andrew Gibbons
Series Title: Children: Global Posthumanist Perspectives and Materialist Theories
DOI: https://doi.org/10.1007/978-981-13-6210-1
Publisher: Springer Singapore
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-13-6209-5Published: 21 August 2019
Softcover ISBN: 978-981-13-6212-5Published: 21 August 2020
eBook ISBN: 978-981-13-6210-1Published: 24 April 2019
Series ISSN: 2523-3408
Series E-ISSN: 2523-3416
Edition Number: 1
Number of Pages: XV, 229
Number of Illustrations: 1 b/w illustrations, 2 illustrations in colour
Topics: Educational Philosophy, Childhood, Adolescence and Society, Cultural Studies, Research Methodology, Philosophy of Education, Research Methods in Education