{"id":690,"date":"2020-11-27T19:46:43","date_gmt":"2020-11-27T19:46:43","guid":{"rendered":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/?page_id=690"},"modified":"2021-12-21T18:16:31","modified_gmt":"2021-12-21T18:16:31","slug":"publications","status":"publish","type":"page","link":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n
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Common Worlding Pedagogies: Opening Up to Learning with Worlds<\/a><\/h2>\n\n\n\n

Affrica Taylor, Tatiana Zakharova, & Maureen Cullen<\/p>\n\n\n\n

Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada.<\/p>\n\n\n\n

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Digital Collaboratory. <\/h2>\n\n\n\n

Zakharova, T., & Agarwal, M. (in press). Invited article, submitted, under review for special issue of Children\u2019s Geographies, edited by Dr. Veronica Pacini-Ketchabaw, Dr. Mindy Blaise, & Dr. Peter Kraftl.<\/p>\n\n\n\n

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Witnessing the Ruins: Speculative Stories of Caring for the Particular and the Peculiar<\/h2>\n\n\n\n

John Drew and Kelly-Ann MacAlpine
Vol. 45 No. 2 (2020): Journal of Childhood Studies<\/a><\/p>\n\n\n\n

Educational scholars and practitioners are confronting long-held anthropocentric pedagogical practices as well as notions of care. To trouble the notion of care, this article draws from the collaborative research that stories the collective experiences of children, educators, and researchers at an early years learning centre located in an emerging suburban enclave of a mid-sized city in southwestern Ontario, Canada. Our work is guided by the question of how we as educators and scholars reclaim and augment the politics of care. Through the practice of storying everyday encounters, we explore how emerging and precarious relations with more-than-human others, both real and imaginary, challenge anthropocentric notions of care.<\/p>\n\n\n\n

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Pedagogies of Indeterminacy<\/h2>\n\n\n\n

Adrianne Bacelar de Castro and Sarah Hennessy, MA
Association of Early Childhood Educators of Ontario, VOL. 4, NO. 1<\/a><\/p>\n\n\n\n

What might pedagogies of indeterminacy do? As researchers and educators, we ask that question, inspired by common worlds pedagogies, exploring pedagogies of indeterminacy. Drawing on pedagogical inquiries using charcoal and cardboard in an early childhood centre, we challenge early childhood narratives conformed by neoliberal-informed productivity models and choose to think with a pedagogy of indeterminacy. The larger concept of indeterminacy, for this work with charcoal and cardboard, encompasses working with boredom and contemplation to challenge dominant neoliberal constructs of productivity in early childhood education.<\/p>\n\n\n\n

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Book: Witnessing Pathways<\/h2>\n\n\n\n
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Common Worlding Pedagogies: Opening Up to Learning with Worlds Affrica Taylor, Tatiana Zakharova, & Maureen Cullen Common worlding is a collective pedagogical approach. It is also a deliberate move to open up education to worlds beyond narrow human preoccupations and concerns and beyond its standard framing as an exclusively social practice. In this article, we identify some of the guiding principles that underpin this approach and explain how they work out in practice. We do so by offering a selection of illustrative vignettes drawn from the Walking with Wildlife in Wild Weather Times early childhood research project in Canberra, Australia, and from the Witnessing the Ruins of Progress early childhood research collaboratory in Ontario, Canada. Digital Collaboratory. Zakharova, T., & Agarwal, M. (in press). Invited article, submitted, under review for special issue of Children\u2019s Geographies, edited by Dr. Veronica Pacini-Ketchabaw, Dr. Mindy Blaise, & Dr. Peter Kraftl. Witnessing the Ruins: Speculative Stories of Caring for the Particular and the Peculiar John Drew and Kelly-Ann MacAlpineVol. 45 No. 2 (2020): Journal of Childhood Studies Educational scholars and practitioners are confronting long-held anthropocentric pedagogical practices as well as notions of care. To trouble the notion of care, this article draws from the collaborative research that stories the collective experiences of children, educators, and researchers at an early years learning centre located in an emerging suburban enclave of a mid-sized city in southwestern Ontario, Canada. Our work is guided by the question of how we as educators and scholars reclaim and augment the politics of care. Through the practice of storying everyday encounters, we explore how emerging and precarious relations with more-than-human others, both real and imaginary, challenge anthropocentric notions of care. Pedagogies of Indeterminacy Adrianne Bacelar de Castro and Sarah Hennessy, MAAssociation of Early Childhood Educators of Ontario, VOL. 4, NO. 1 What might pedagogies of indeterminacy do? As researchers and educators, we ask that question, inspired by common worlds pedagogies, exploring pedagogies of indeterminacy. Drawing on pedagogical inquiries using charcoal and cardboard in an early childhood centre, we challenge early childhood narratives conformed by neoliberal-informed productivity models and choose to think with a pedagogy of indeterminacy. The larger concept of indeterminacy, for this work with charcoal and cardboard, encompasses working with boredom and contemplation to challenge dominant neoliberal constructs of productivity in early childhood education. Book: Witnessing Pathways<\/p>\n","protected":false},"author":13,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-690","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/pages\/690","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/comments?post=690"}],"version-history":[{"count":10,"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/pages\/690\/revisions"}],"predecessor-version":[{"id":763,"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/pages\/690\/revisions\/763"}],"wp:attachment":[{"href":"https:\/\/witnessingruinsofprogress.climateactionchildhood.net\/index.php\/wp-json\/wp\/v2\/media?parent=690"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}