Being (with) batman – entangled research relations in ethnographic research in early childhood education and care

Huf Christina, Kluge Markus

Abstract

This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes from a nursery class in the Early Years Unit of an Infant School in England, the authors discuss how ethnographers become entangled into the phenomenon of child-centredness, and how this entanglement is central for ethnographers to become answerable and response-able to the field of ECEC. The paper suggests that Karen Barad’s concept ofagential seperabilityoffers possibilities to explore how the individual child is enacted in ECEC and to understand, how ECEC is entangled into performing and producing children’s need for education.