Potensialer i ubestemmelige øyeblikk

This thesis aims to develop knowledge about how disruptions may work productively in\udpedagogical settings. It suggests seeing disruptions as action forces that motivates by putting\udhabitual thoughts and practices in motion. From a poststructural inspired research position the\udthesis focuses on pedagogical practices and Early Childhood Educational institutions as\uddiscursive fields both for children and pedagogues. As a central premise language is regarded\udas performative in line with the linguistic turn. Putting empirical material to work with\udphilosophical concepts the thesis provides examples of how language co-carries\udcontradictions, negations and differences. Thus language endlessly refers to other differential\udtraces. Furthermore the thesis destabilizes the idea of texts as neutral and transparent.\udDisruptions, repetition and re-thinking are seen as key research tools, used to deal with ethics\udand justice in Early Childhood Education. This is elaborated and examined in order to create\udnew questions about educational work