ABSTRACT
This chapter aims to examine what shifts away from colonizing humanisms might mean for thinking with young children’s literacies in place-based learning. Through diffractive engagements with visual and textual data from an ethnographic study in British Columbia, Canada, everyday encounters between preschool children, early childhood educators, and a seasonal wetland-turned-waste-dump are juxtaposed with situated place stories and living place knowledges. Alongside the potentials for unsettling colonizing humanist binaries, the authors discuss the scholarly contributions of this work in relation to the ethical implications of foregrounding entangled more-than-human literacies for children living in settler colonial anthropogenic places.
