Weathering with climate in the Anthropocene: Framing East-West theoretical entanglements

This new materialist, postqualitative inquiry sheds light on how climate science is represented and enacted in early years education. Original contributions include the concept of weathering-with climate change, which theorises human-weather relational landscapes where weather materiality is an agent of change with its own agency. It shifts the emphasis from the human-centered position of climate knowledge-making to acknowledging the weathering nature of all beings. As articulated through the intricate diffractive storying, the inquiry acknowledges the power of everyday pedagogical encounters and new knowledge is generated by re/unlearning. It aids in revealing potential curriculum/pedagogical shifts and innovative climate change education.