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This chapter extends the literature on dialogic learning with posthuman theorising with the aim of better understanding how children enter into dialogue and develop their relations with the living world. A posthuman view regards dialogue as a relational entanglement across human and nonhuman worlds. We hold that such theoretical advancement has important implications for educational theory and practice, specifically in times of environmental crisis. To illuminate a posthuman view of dialogic learning and its methodological implications, the chapter draws on an inquiry into young children’s dialogic encounters with their local environment through a novel mobile augmented story-crafting method.
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