Pedagogies of crayons tell us delightful ways of being and attending to the world and each other.
Pedagogies of interpretive dance affords infinite possibilities of meaning making in the ongoing swirling, twirling, push and pull of judgement.
Bike jump pedagogies ask us, can we begin to understand what it means to care, how to care and be care(full), with(in) not only bike jump encounters but all encounters, by continuing to look for those interdependent, interconnected, messy moments that bind us together?
Composting pedagogies ask what it means to practice care in this time of ecological precarity. With whom, or to what, are we bound in obligation?
Pedagogies of conviviality exist as an experimental practice in creating conditions for encounters and gatherings that want to invent the new relational economies of new ways of being together.
Pedagogies of Self attempt to uncover the complexities of being.
Picture by Elena Shumilova
Caring pedagogies call for atTENDing to affective, material, and ethico-political entanglements of/with/in early childhood practices.
Pedagogies of temporality invite us to pay attention to which times are liveable and which are not, and to synchronize ourselves across many and varied temporal horizons.
Dirt pedagogies require us to notice and attend to the messy and the muddled, acknowledging that tidiness is neither desirable nor possible.
Studio pedagogies considers the early childhood studio as an event and experience
Crowing pedagogies aim to consider the uncomfortable and tense relationships that exist in child care spaces.
Muscling pedagogies think moving as always shared, expansive, and relational – not a muscle doing a movement, but muscles (in) moving.