Re-thinking Place: A Post-Human Cartographical Exploration of Urban Early Childhood Education in Melbourne City

This research re-thinks Melbourne City as a place of learning for Australian urban early childhood education. Disrupting normative ways of perceiving the built city environment, this work draws on post-human theory to generate alternative dialogues and divergent understandings of place for early childhood education. Using a nomadic cartographical methodology of mapping past and present this study illuminates the entanglement of learning and the politics of place. What emerges through this study are alternate ways for urban early childhood education to recognise, know, understand, and engage with the politics of the city and the multiplicity of human and more-than-human within it.