ABSTRACT
The plea of posthumanist scholars to move from a substance ontology to a relational ontology is inspiring, but disrupting anthropocentrism and human exceptionalism in teacher education is challenging for complex reasons. This chapter gives a flavor of a Reggio Emilia–inspired project with students who are be(com)ing Foundation phase teachers. Provoked by Julia Donaldson and Alex Scheffler’s The Stickman (2008), the conceptual tools used are Barad’s notions of ‘temporal and spatial diffraction’, Braidotti’s ‘dis-identification’ and Deleuze’s ‘nomadic thinking’. Through pedagogical documentation lecturers and students created the de/colonizing concept of the ‘posthuman family’.
