What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices
What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices
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文档是做什么的？
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
J. Albin
中科院分区：
文献类型：
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作者：
J. Albin
这篇文章问的问题是什么文件正在做的，而不是什么文件在幼儿教育的背景下意味着什么。通过关注一个幼儿对教室墙壁上的水的嬉戏探索的记录，新唯物主义理论被用来思考记录的代理能力和内部活动。有人认为，文件是邀请强大的创造和抵制行动，提供归属感的孩子。因此，建议教师既要转移事实问题，又要覆盖事实问题和关注问题。这意味着，当文档在空间中的行为（而不是意义）被前景化时，文档可以以有影响力的方式发挥作用。这篇文章提供了原创性的贡献，当代的辩论，对文件的做法，可以影响形式的道德和蓬勃发展的政治气候，否则可以限制。
This article asks the question of what documentation is doing, rather than what documentation means in the context of early childhood education. By focusing on the documentation of a young child’s playful exploration with water that inhabits a classroom wall, new materialist theories are put to work to ponder documentation’s agentive capacities and intra-activities. What is argued is that documentation is inviting powerful creating and resisting actions that offer senses of belonging for a child. Consequently, it is proposed that teachers both shift from and overlay matters of fact and matters of concern. The implication is that documentation can be put to work in influential ways when its actions (rather than meanings) within spaces are foregrounded. This article offers original contributions to contemporary debates regarding agentive readings of documentation practices that can influence forms of ethical and flourishing pedagogies in a policy climate that can otherwise confine.