Theorising Posthuman Childhood Studies

Dr. Karen Malone is Professor of Education and Research Director, in the School of Arts, Social Sciences and Humanities at Swinburne University of Technology.¿ Professor Malone researches in urban ecologies, science and environmental education, childhood studies with a specific focus on children's encounters of damaged urban landscapes. She has received over 2.4 million dollars in funded research projects during her career and authored 9 books and over 100 other publications. Her most recent sole-authored book Children in the Anthropocene explores her research interest in child/hoods entangled in messy urban ecologies in South America and Kazakhstan. It was published in early 2018.¿ She is co-author of the International Research Handbook on Childhoodnature and first named author of an edited collection Reimagining Sustainability in Precarious Times. Dr. Marek Tesar is an Associate Professor of childhood studies and earlychildhood education, and the Associate Dean International at the University of Auckland. His current scholarship is in early childhood education in New Zealand as well as in cross-country contexts. His work focuses on educational policy, philosophy, pedagogy, methodology and curriculum, and draws on his background as a qualified teacher as well as his extensive knowledge of international education systems. Marek's research and scholarship is underpinned by notions of a fair and democratic society, in which creative thinking and disciplines shape professional practice, and where the child's voice and participation, particularly in early childhood, are taken seriously. Dr. Sonja Arndt is a lecturer in the Melbourne Graduate School of Education at the University of Melbourne and is the Vice President of the Philosophy of Education Society of Australasia (PESA). Sonja's teaching and research are grounded in a long history in early childhood education in New Zealand andinternationally, with a particular focus on the formation of the subject, cultural and professional identity, otherness and relationality, nature and human and more than human relationships with it, and what it means to be other, even to oneself. With her methodological elevation of philosophical thought her aim is to inspire encounters with and through critical theoretical and every day engagements with children and childhoods.