Common worlding pedagogies in early childhood

Abstract

In this chapter, the authors propose common worlding pedagogies that challenge developmentalism, as postfoundational inquiries. In so doing, they engage the following reorienting questions: What are we overturning and displacing? What are we making room for? Who, and what, helps us to think otherwise? and How do theory and concepts complicate our inquiries, rather than making it easy? Pacini-Ketchabaw and Blaise draw on their empirical work in early childhood centers across Canada and Australia in which they emphasize worlding practices, learning with , and situatedness. They share aspects of how they think with and enact these concepts by briefly describing two projects that reconfigure child-waste relations. The authors have been thinking and experimenting with common worlding pedagogies in early childhood education for over a decade, shifting the focus of their research from the child as the central becoming-knowable subject about the world to the complex, entangled, mutually affecting, and co-shaping child-world relations. Experimentations with these postfoundational techniques expose, displace, and overturn normative discourses of developmentalism that seem to have a stranglehold on early childhood education. They do not propose common worlding pedagogies as guidelines but as practices that allow attention to be paid to the worlds that are worlded with others (human and more-than-human) in the doing of research.

RAS ID

60679

Document Type

Book Chapter

Date of Publication

1-1-2023

School

School of Education

Copyright

subscription content

Publisher

Routledge / Taylor & Francis

Comments

Pacini-Ketchabaw, V., & Blaise, M. (2023). Common worlding pedagogies in early childhood. In L. A. Mazzei & A. Y. Jackson (Eds.), Postfoundational Approaches to Qualitative Inquiry. Routledge. https://doi.org/10.4324/9781003298519-12

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Link to publisher version (DOI)

10.4324/9781003298519-12