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Feminists Researching Gendered Childhoods: Generative Entanglements

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In this presentation I draw upon my forthcoming book: Feminists Researching Gendered Childhoods: generative entanglements (Osgood & Robinson, 2019) to chart the evolving nature of feminist theory and research methods in childhood studies and the generative potential this holds for researchers, academics and educators to push ideas and practices. In the wake of the ‘new materialist turn’ in feminist research, and the social sciences more generally, I seek to address two pressing questions: what is especially new about feminist new materialism, and what is especially feminist about feminist new materialism. These questions are generative, troubling, unsettling and insisted upon an adventure in re-turning and reconfiguring ideas and practices about gender and childhood. I discuss the processes involved in the creation of book and how this involved the generation of artwork, poetry, photographs as a means to grapple with how gender, childhood, family, curriculum and policy might be researched, differently. The book captures a lively, collaborative, intergenerational, feminist experiment that sought to make space for fresh conceptualisations of gender in childhood as lived in the post-Anthropocene.

Dr Jayne Osgood is Professor of Education (Early Years & Gender) based at the Centre for Education Research & Scholarship, Middlesex University. Her present methodologies and research practices are framed by feminist new materialism. Through her work she seeks to maintain a concern with issues of social justice and to critically engage with early childhood policy, curricular frameworks and pedagogical approaches. Through her work she seeks to extend understandings of the workforce, families, ‘the child’ and ‘childhood’ in early years contexts. She has published extensively within the postmodernist paradigm including Special Issues of the journal Contemporary Issues in Early Childhood (2006, 2016 and 2017) and Narratives from the Nursery: negotiating professional identities in Early Childhood (Routledge, 2012) and currently Feminist Thought in Childhood Research (Bloomsbury Series). She is a member of several editorial boards including Contemporary Issues in Early Childhood, British Education Research Journal, and is Co-Editor of Gender & Education Journal and Co-Editor of Reconceptualising Education Research Methodology.

This talk is part of the Arts and Creativities Research Group series.

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