ABSTRACT
Thinking fat with post-developmental pedagogies, I argue, is an ongoing practice oriented toward attending to relational liveliness of how fat comes to matter within our curricular decisions and intentions. In refusing the universalized curriculum practices that we create as one consequence of developmental relations with fat, I think with post-developmental propositions to intervene in pre-articulated, regulatory relations with fat by tuning to the active, participatory work of being implicated in “doing” situated pedagogical relations. To begin this chapter, I practice getting to know how fat and developmentalism become entangled amid overarching dominant logics of childhood obesity and how childhood obesity prevention and developmentalism collide in status-quo early childhood education health and physical education curriculum.
