Crafting our Ethos
We use the term ethos to specify, as van Dooren and Rose (2016) suggest, broad ways of doing and approaching pedagogies. Our interest in diversifying practices - in diverse modes of engagement, entanglement, and co-becoming - is to avoid stagnation, to open up to the distinct and multiple ways of thinking and doing early childhood education, and to welcome unintended happenings. We craft these ethos to point that some worlds are more livable than others and that we make choices about which ones we might craft in the process of enacting our early childhood pedagogies.