'Becoming worldly with': An encounter with the early years learning framework

Abstract

This article shares a story about an 'activist' early childhood teacher encountering the Early Years Learning Framework (EYLF). Specifically, it focuses on the overarching concepts of 'belonging' and 'becoming' through the EYLF's call for early childhood educators to engage with theory in their everyday practice. In order to do this, the author shares stories from a doctoral teacher research project that she undertook in a children's centre in Sydney, Australia. Theoretically, this article engages with Haraway's complex practice of 'becoming worldly' as a 'practice of "becoming with" to become worldly'. '"Becoming with" to become worldly' encapsulates assemblages of political, historical and geographical entanglements of relationality between the human and the non-human or 'more than human' actants. The stories in this article are an attempt to open up possibilities to retheorise activism in the author's everyday practice in early childhood.