Disrupting Colonial Time
Decolonial Temporalities and Practices of Care in early childhood education
DOI:
https://doi.org/10.7146/kkf.v38i1.160709Nøgleord:
colonial time, temporalities of resistance, early childhood education and care, faroese pedagogy, rigsfællesskabet, spacetimemattering, cracks / fissure-practiceResumé
This article explores how Faroese Early Childhood Education and Care (ECEC) both inherits and disrupts colonial temporalities embedded in global education policy. Using decolonial theory and Barad’s idea of spacetimemattering (Barad, 2007), the article examines how landscape, weather, and cultural rhythms shape pedagogical practices that foster temporalities of resistance. Through ethnographic vignettes, the article highlights practices like spontaneity, hesitation, and dwell as cracks in colonial time that unsettle developmentalist logics. Rather than seeking universal outcomes, Faroese ECEC enacts situated, relationally emergent approaches to time, knowledge, and care. These moments challenge standardized educational frameworks and give rise to a distinctly Faroese pedagogy—situated, responsive, and rooted in the daily experiences of children and educators.
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