ABSTRACT
How can we think of the consequences for early childhood education, or in fact any educational context, if we were to take the quote from Karen Barad above seriously and start thinking of ourselves as learners as a part of everything around us, not just other humans? If we cannot clearly separate the learner from what is learned, and if ways of being in the world depend on our knowing of it, and our knowing depends on our being (and continuous becoming) in the world, how then do we go about teaching and learning?
