This edited volume illuminates how intimate relations with place can transform early childhood pedagogy by presenting a diverse range of situated place stories. The book begins to answer big questions facing the early childhood education community, including: ‘What is situated, locally responsive education?’, at a time when both researchers and educators grapple with their responsibility (and response-ability) to initiate and inspire alternative environmental ethics and anticolonial approaches that invite active participation from children. Chapters will include work from Indigenous and non-Indigenous researchers and educators who center the role of place in cultural identity, community building, and anticolonial projects throughout their work and teaching.
Cuprins
1. Introduction: Activating Intimate Place Pedagogies in Early Childhood Education.- 2. Care-Full Practices: The Intricacies and Intimate Events of More-than-Human Touching in Early Childhood.- 3. Place Stories: Provoking Pedagogies.- 4. How Does Play Construct Children’s Sense of Place and Belonging in the Everyday Life of Pre-Primary School Education.- 5. Play/ground(ing): Design (of a Playground) as an Ecological Collaboratory.- 6. Aesthetically Emplacing ECEC Sensitivity and Slowness in the Forest: Toward Learning Together with the World.- 7. Embracing Vietnamese Ontology in Understanding a Child’s Connection with Nature.- 8. Place-Conscious Indigenous Storywork.- 9. Exploring Innovation within an Indigenous (Anishnaabek) Early Learning Context: The Resurgence of Indigenous Knowledge, Perspective, and Pedagogies within an IECE Framework.- 10. (Re)Connecting Bodies and Beings with Country through an Indigenous Australian Early Childhood Outdoor Program.- 11. Diffractive Narratives of Sand: Place Pedagogy of Intimacy and Intimation.- 12. Professional Conversations which Lead to Professional Learning: Provoking Change in Teacher Education (and Beyond) through Te Tiriti o Waitangi and Mana Whenua Relationships.- 13. What Does Place Do in Bicultural Teaching and Learning in an ECE Setting in Aotearoa New Zealand? An Exploration with Posthumanist Theories and Te Ao Maori.- 14. Here I Am a Daughter: Using Platicas and Feminisms of Color to Understand Place and Identity during the COVID-19 Pandemic and Beyond.- 15. The Place of Memory in Reconceptualizing Childhood.
Despre autor
Iris Berger is Assistant Professor of Teaching in the Department of Language and Literacy at the University of British Columbia, Canada.
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