Abstract

Childhood studies has taken a posthumanist turn. This has entailed interrogating childhood governance shaped by binaries severing children from each other, adults, animals, plants, and the inanimate. With full ethics review and approval, and collaborators on five continents, we seek to understand the intra-actions of a second grade class in South Africa engaging each other, posthumanism, adults, crocodiles, and the sea. These philosopher children mapping and moving through spacetime offer post-apartheid South Africa another way to undo colonial-apartheid supremacies and reconfigure borders of "the classroom" as space.