Beyond Anthropocentric Boundaries, Childing as an Embodied Kind of Praxis: A Conversation with Jayne Osgood and Sid Mohandas

This intra-view explores the idea of “childing” as an embodied, relational kind of praxis that challenges colonial and anthropocentric frameworks in education. The authors discuss how childing disrupts linear notions of time, hierarchies of knowledge, and conventional adult-child binaries by focusing on sensibilities and relationalities. Grounded in critical posthumanist theories and thinking with Indigenous perspectives, childing invites disruption, care, re-membering, and re-turning to land and more-than-human relations, fostering experiential and inclusive ways of being, doing and knowing. The conversation highlights how embracing childing can unsettle colonial influences, and open new spaces for learning across early childhood to higher education contexts.