Making greetings cards for family members with young children is common practice in primary schools, marking events and supporting school-caregiver relationships. Because schools operate in intensifying performative cultures, they can find more open-ended creative activities problematic to justify when learning demonstrably delineated as literacy is afforded a closer scrutiny (Albin-Clark, 2021). From posthuman theoretical lenses, attention shifts to frames of interdependency between humans, matter and materials and the close intra-activity between materials and discourse (Barad, 2007; Lenz Taguchi, 2010). Our paper shares our research encounters with foregrounding creativity and child agency in cardmaking to celebrate Mothering Sunday with three and four-year-old children in a primary school. From a research perspective, we share the tensions in taking the non-human into account for data generation in our focus on the material and the discursive. From a practice perspective, we ponder the close inter-relationships in-between performativity, child-material intra-actions, posthuman theory and the precarious status of creativity in the Early Years of Primary School (Albin-Clark, 2019).
|Number of pages||35|
|Publication status||Published - 22 Jul 2022|
|Event|| Annual Conference for Research in Education (ACRE): Transitions and Transformations: Educational Research in Rapidly Changing Contexts - UK, Ormskirk, United Kingdom|
Duration: 14 Jul 2022 → 15 Jul 2022
|Conference||Annual Conference for Research in Education (ACRE): Transitions and Transformations: Educational Research in Rapidly Changing Contexts|
|Period||14/07/22 → 15/07/22|