Articulating their own images of communities, and critically reflecting upon how these images have been historically and politically composed and recomposed.
Articulating the relationships between these images and their pedagogical practices.
Expanding notions of communities to include human and more-than-human relations.
Responding to multiple and situated images of communities.
Dialoguing about our aspirations for the composition and recomposition of worlds.
Honouring communities' linguistic, cultural, geographic, economic and historical contexts.
Co-creating pedagogies that are relevant to children’s common worlds.
Composing livable common worlds.
Negotiating tensions and contradictions that may arise between diverse pedagogical perspectives and communities' constituted common worlds.