Anita Tvedt Crisostomo

• Crisostomo, Anita Tvedt & Reinertsen, Anne Beate (2021). Becoming Child and Sustainability — The Kindergarten Teacher as Agency Mobiliser for Sustainability Through Keeping the Concept of the Child in Play . Sustainability. ISSN 2071-1050. 13(10). doi: 10.3390/su13105588. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we seek to theorize the role of the kindergarten teacher as an agency mobiliser for sustainability through keeping the concept of the child in play, ultimately envisioning the child as a knowledgeable and connectable collective. This implies a non-dialectical politics of multiplicity ready to support and join a creative pluralism of educational organization and teacher roles for sustainability. Comprising friction zones between actual and virtual multiplicities that replace discursive productions of educational policies with enfoldedness, relations between bodies and becomings. This changes the power, position and function of language in and for agency and change. Not through making the child a constructivist change-agent through language but through opening up the possibilities for teachers to explore relations between language and matter, nature and culture and what might be produced collectively and individually. We go via the concepts of agencement expanding on the concept of agency, and conceptual personae directing the becoming of the kindergarten teacher. Both concepts informed by the transformational pragmatics of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992). The overarching contribution of this article is therefore political and pragmatic and concerns the constitution of subjectivity and transformative citizenships for sustainability in inter- and intra-generational perspectives

• Crisostomo, Anita Tvedt & Reinertsen, Anne Beate (2020). Technology and sustainability for/in early childhood education and care. Policy Futures in Education. ISSN 1478-2103. 18(4), s. 545–555. doi: 10.1177/1478210320921691. Fulltekst i vitenarkiv
• Crisostomo, Anita Tvedt (2019). Bærekraftige barnehagepraksiser - eksperimenterende posthumane utforskninger . I Johansson, Lotta & Otterstad, Ann Merete (Red.), Hverdagsøyeblikkets dirrende kraft. Posthumane teorier i barnehagen. Universitetsforlaget. ISSN 978-82-15-03242-9. s. 122–133. Vis sammendrag

  Utdanning for bærekraft blir gjerne innskrevet i en antroposentrisk tenkning, hvor det ikke-menneskelige reduseres til materialer som skal ivaretas til neste generasjon menneskers behov. Gjennom en posthuman tilnærming til konseptet bærekraft utfordrer jeg en antroposentrisk tenkning og åpner opp for en kompleksitetstilnærming, hvor mennesker og ikke-mennesker betraktes som likeverdige elementer i affektive tilblivelser som produseres i naturkulturrelasjoner. En tilnærming hvor mennesket som deler av naturen ikke ene og alene kan forebygge, reparere og reversere nåtidige og fremtidige klimautfordringer - uten samtidig å åpne opp for ikke-menneskelige affektive tilblivelsesproduksjoner. En affirmativ etisk tilnærming hvor sårbarhet, usikkerhet og dilemmaer kan åpne opp for flere og andre bærekraftspraksiser i barnehagen - fremtidige bærekraftige barnehagepraksiser lokalisert i fortiden, men konstruert i nåtiden. Artikkelen er delt inn i to hoveddeler. Den første delen er rettet mot artikkelens sentrale konsepter affektive tilblivelser, naturkulturrelasjoner og utdanning for bærekraft. Den andre delen er rettet inn mot eksperimenteringer med data som hendelser (Reinertsen, 2017b, s. 241). Del en følger to ulike innganger. Den første inngangen løfter frem antropocen som kunnskapens epoke (Hovland Svensen, Hylland Eriksen, & Hessen, 2016, s. 82) med tro på at menneskelig agens, teknologi og systemadministrasjon kan bidra i løsninger på de store klimautfordringene verden står overfor. Den andre inngangen stiller spørsmål ved om dette i seg selv er nok, og løfter frem faren ved å ignorere mennesket som del av naturen (Alaimo, 2016, s. 173). I del to følger jeg videre de to ulike inngangene og kobler på et fotoutsnitt (figur 1) fra et utviklingsarbeid om bærekraft i barnehagen. Fotoutsnittet settes inn som et aktualiseringsspor som, gjennom kritiske og kreative eksperimenteringer, kan produsere nye og andre aktualiseringsmuligheter med potensialer for nye/andre fremtidige bærekraftige barnehagepraksiser. En pedagogisk vilje til problematiseringer og spørsmålskulturer som kan åpne opp for forskjelligheter (Crisostomo, 2016) i hverdagspraksisenes komplekse hendelsesproduksjoner.

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• Sekkouri, Sandra Elise; Crisostomo, Anita Tvedt & Sennerud, Hege Cathrin (2023). Grappling with the children`s contributions in early childhood educations digital practices.
• Reinertsen, Anne Beate; Crisostomo, Anita Tvedt & Fallangen, Nina (2020). EcoTechnoDataPhilosophical workshop with wood as/and knowledgeconstructions .
• Sageidet, Barbara Maria; Heggen, Marianne Presthus; Bergan, Veronica; Utsi, Tove Aagnes; Krempig, Inger Wallem & Grindheim, Liv Torunn [Vis alle 15 forfattere av denne artikkelen] (2020). Children as eco-citizens – field work experiences and quandaries with the participatory design . Vis sammendrag

  This paper presents some preliminary results of the study “Being and becoming eco-citizens”, and will elucidate upcoming quandaries under field work, related to the participatory design of the project. This study investigates how children experience, act and reconstruct their rights as eco-citizens, and how they live or ‘act’ as being and becoming eco-citizens in kindergartens, from perspectives of science education, gardening, literature, language and pedagogy. The study builds on sociocultural learning theories and on theory about children’s participation. Filed work is ongoing in four kindergartens, respectively in Alta, Tromsø, Bergen, and Stavanger. The qualitative study adopts a participatory and explorative design (Hedegaard & Fleer, 2008; Bang & Vossoughi, 2016). Both within our researcher group, and together with the early childhood teachers, we will use interdisciplinary inquiry (Derry, Schunn & Gernsbacher, 2014). We will use observation, conversation, interviews, and audio and/or video-recording, with both the early childhood teachers and the children as co-researchers. The paper will present preliminary results from various “eco-citizen” activities related to gardening in the kindergartens, and quandaries that were coming up under the processes of field work and initial analyses. In some activities, and related to parts of the research project, it appears demanding to include the children in roles of leading and decision-making. The preliminary results imply challenges related to the realization of children’s participation with their own ideas and suggestions, their promotion as co-researchers, and the development of the adult’s facilitating role in this connection.

• Crisostomo, Anita Tvedt (2020). EcoTechnoDataPhilosophical Workshops - KnowledgeConstructions in/as Education for Sustainability . Vis sammendrag

  Research topic/aim Traditionally, education for sustainability has focused on the importance of children being in nature, children taking care of for nature and how we can strengthen the children as agents of change [for the nature]. In these sense children is viewed as the solution for transformation and changes within our current planetary crisis - towards a sustainable future. From a Posthuman point of view, viewing the children as the future solution for a better sustainable future creates the children/the human as a rationally problem solver, a constructer of the world, standing outside the material processes. The aim of my project is to explore education for sustainability through ongoing encounters with the dynamics of life – eco and techno and - , where human and non-human affect and are being affected in symbiotic nature-culture relations. An approach where children/the human as part of nature, is not able by itself to prevent, repair and/or reverse present and future sustainability issues, without simultaneously open up for non-human affective productions. Through the project, I explore EcoTechnoDataPhilosophical workshops as knowledgeconstructions in/as Education for Sustainabililty. Through this encounters, I ask [in]directly what kind of subject position regarded professionalism within early childhood education and care, a posthuman approach to education for sustainability brings to question. Theoretical framework The theoretical anchoring point for this project, is a/the posthuman subject as relational, affective and embodied (Braidotti, 2018). Thinking with more than from a non-position, subject position (Deleuze & Guattari, 2013), as a way of including and think with, rather than as acting from the outside of the material processes. Changes is within this approach not about individual change, but about “giving to the world the power to change us, to “force” our thinking” (Stengers, 2008, s. 57). Methodology/research design This project is located within a postqualitative approach. An approach where thinking and experimenting with the refrain inspired from the philosophy of Deleuze og Guattari (2013), is/as my theory-method. Thinking with and from a non-position subject position to include and embrace difference. To fabricate line of flight as a way of betraying – and make perceptible – the power of the territory (Stengers, 2008). To stay with the trouble (Haraway, 2016) and ask multiple fruitful question. Questions regarded a/the subject position of a/the professional within early childhood education for sustainability. Expected results/findings The paper will discuss a preliminary analysis of EcoTechnoDataPhilosophical workshops as Knowledgeconstructions in/as Education for Sustainability. Relevance to Nordic educational research How we position the children within our current planetary crisis, is a central topic both locally and globally. References Braidotti, R. (2018). A Theoretical Framework for the Critical Posthumanities. Theory, Culture & Society, 0(0), p. 1-31. doi: 10.1177/0263276418771486 Deleuze, G., & Guattari, F. (2013). A Thousand Plateaus (B. Massumi, Trans.). London: Bloomsbury Academic. Haraway, D. (2016). Staying with the Trouble. Making Kin in the Chthulucene. Durkham: Duke University Press. Stengers, I. (2008). Experimenting with refrains: Subjectivity and the challenge of escaping modern dualism. Subjectivity, 22(1), p. 38-59.

• Reinertsen, Anne Beate; Crisostomo, Anita Tvedt & Fallingen, Nina Kristin (2020). EcoTechnoDataPhilosophical workshop with wood as/and knowledgeconstructions.
• Crisostomo, Anita Tvedt (2018). Bærekraftige barnehagepraksiser - Affektive tilblivelser i naturkulturrelasjoner. Fulltekst i vitenarkiv
• Heggen, Marianne Presthus; Sageidet, Barbara Maria; Bergan, Veronica; Crisostomo, Anita Tvedt; Goga, Nina & Grindheim, Liv Torunn [Vis alle 10 forfattere av denne artikkelen] (2018). Å være og bli øko-borger.
• Heggen, Marianne Presthus & Crisostomo, Anita Tvedt (2017). Utdanning for bærekraft i barnehagen.

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