Putting posthumanist theory to work to reconfigure gender in early childhood: when theory becomes method becomes art

This article seeks to disrupt contemporary cultural imaginations about children and childhood; we offer some provocations to think differently about the regulation and governance of gender by taking a step back to consider children and childhoods more expansively and generatively, as becomings. Underpinning these concerns is the principal objective to explore ways in which posthumanist theorizing can be translated into posthumanist methodology through arts-based practice. In an attempt to illustrate how we have approached this we revisit several core onto-epistemological dilemmas posed by Lather (1993) when she asks: what counts as valid knowledge? Which then leads us onto ask what counts as data? What does data do? And what do we do with what the data does? By experimenting with a range of mediums (photography, artwork and poetry) ‘in a game of cat’s cradle’ (Haraway, 1994) we explore the potential that posthumanist approaches offer to extend and stretch the parameters that have come to shape established ways of knowing and becoming in early childhood.