by Cristina Delgado-Vintimilla
This article documents the initial work and encounters of a pedagogista with a group of educators on the west coast of Canada. The article retraces the complexities and vulnerabilities of such encounters, and presents them as generative and rich conversations that were carried along by, and not despite, their difficulty. They followed a practice of putting-into-question that helped to keep open possibilities in intersubjective space not only to reconceptualize children’s and educators’ ideas, but also to make education and curriculum into something more than the mere organization of materials and activities for children, or the programmatic application of a particular pedagogical approach. This article wishes to engage and contribute to the broader ongoing and stimulating research in the field of childhood, curriculum and pedagogy.
by Veronica Pacini-Ketchabaw, Fikile Nxumalo, Laurie Kocher, Enid Elliot, and Alejandra Sanchez
Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is a boon to the field of early childhood and primary education studies.