This article draws on work around matter and the material in order to examine how (extra)ordinary "things" are used to (re)produce formulaic and predictable performances within the context of an early years classroom. Using ethnographic data I focus on a series of encounters where oscillations between (in)animate objects and the child…

In this article I discuss the way Problem-Based Learning (PBL) and reflexivity is employed in a university environment to address the question of how we can most successfully transfer knowledge about the presumed Other into our own cultural space without reducing, fragmenting, and exoticising complex knowledge systems. My goal is to stimulate in…