5th ISA Forum of Sociology (6-11 July 2025)

Contemporary poly-crises and uncertain futures challenge the adequacy of traditional, human-centric pedagogies in early childhood education (ECE). The Anthropocene, marked by significant ecological changes due to human actions, necessitates exploring the interplay between human and more-than-human entities. While closely tied to scientific discourse, the concept of the Anthropocene faces scrutiny from feminist and anticolonial perspectives regarding its relevance to early childhood education. This session explores "multispecies pedagogies" as a pathway toward environmental justice in the Anthropocene.

Drawing on posthumanist and feminist new materialism perspectives (Haraway, 2016; Barad, 2007), multispecies pedagogies challenge anthropocentrism in early childhood education. This session aims to examine the intersections of justice, education, and the more-than-human world through critical questions: How can ECE incorporate multispecies perspectives and challenge human exceptionalism? What role can frameworks like "common worlds" and "intra-active pedagogy" play in fostering ethical relationships with the more-than-human world? What innovative pedagogical practices promote collective agency and multispecies justice in ECE?

We invite paper proposals addressing these themes, exploring how "knowing justice" in the Anthropocene necessitates rethinking early childhood pedagogies. Proposals may focus on:

• Theoretical and methodological explorations of multispecies pedagogies and their implications for justice in education.
• Case studies illustrating the implementation of multispecies practices in early childhood settings.
• Critical reflections on the challenges and opportunities of moving toward multispecies justice in ECE.

As such, the session aims to generate critical dialogue on the need for transformative education, fostering a deeper understanding of how ECE can contribute to a more just and sustainable Anthropocene.