Abstract
This article explores the ways that the classroom environment announces a way of being a teacher in relation to pedagogical practices informed by the municipal preschools of Reggio Emilia. Drawing on theories of new materialism, the author considers the idea of environment, understood in/by the context of a Reggio-inspired preschool, to question how the environment teaches. Diffractive methodology informs the work and allows for opportunity to decenter the human subject. With additional support from performance theory and narrative vignette, diffractive methodology produces possibilities for thinking about onto-epistemological questions of being a teacher.
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