A posthumanist critical multilogue: storytelling as bicultural teaching and learning in early childhood education in Aotearoa New Zealand

A posthumanist critical multilogue may be understood as a many-voiced conversation where the concept of voice encompasses multiple ways of expressing in networks of enmeshed relations among humans and non-humans. A multilogue is critical when power relations are mapped, and posthumanist when contributions to multilogue conversations emerge from relations among human and non-human agencies. During research into how bicultural teaching and learning is lived in one early childhood education setting, teachers shared accounts of children engaging playfully with the M & amacr;ori p & umacr;r & amacr;kau/story of Hatupatu and Kurangaituku (Birdwoman). A posthumanist critical multilogue explores what might be produced in critical, curious, and creative entanglements of M & amacr;ori and posthumanist concepts and theories, policies and practices of bicultural teaching and learning, and human and non-human bodies. Through transversal processes wandering from children to teachers, to communities, landscapes, and histories, creative possibilities are glimpsed.