Being aware of their own images of the child and childhood, and critically reflecting on where these images come from and the relationship between these images and their pedagogical choices.
Acknowledging and responding to multiple, contradictory and situated images of children and childhood.
Engaging in dialogues that make visible our beliefs about and aspirations for children.
Negotiating tensions and contradictions that may arise between diverse perspectives within children’s common worlds.
Addressing past, present and future inheritances that differentially situate children in the world.
Challenging common worlds as constant, innate, stable, unified, universal, and knowable.
Situating children within worlds rather than in societies or contexts.