Entangled Dialogues on Learning How to Inherit in Colonized and Damaged Lifeworlds

Fikile Nxumalo, Sera Oh, Jacky Hughes, Saaiqa Bhanji


In this article we engage in a dialogue about some of the ideas that resonated with us in connection with the “Learning How to Inherit in Colonized and Ecologically Challenged Lifeworlds” symposium that took place at the University of Victoria in September 2014. Our aim is to begin to consider together the possibilities and challenges these ideas might bring to our everyday practices with young children. Using examples from our everyday pedagogical encounters, we shape our discussion through the pedagogical implications of inheriting colonial legacies and responding to children’s relations with threatened and not-­‐easy-­‐to-­‐live-­‐with animals.

DOI: https://doi.org/10.18357/jcs.v40i2.15181


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Copyright (c) 2015 Fikile Nxumalo, Sera Oh, Jacky Hughes, Saaiqa Bhanji

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Journal of Childhood Studies is supported by the Canadian Social Sciences and Humanities Research Council