Common Worlding Pedagogies: Opening Up to Learning with Worlds

Taylor, Affrica; Захарова, Т В; Cullen, Maureen

doi:10.18357/jcs464202120425

Cited by 16 publications

(9 citation statements)

References 15 publications

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“…Zmiana dokonująca się w obszarze wczesnej edukacji środowiskowej zakorzeniona jest w stanowiskach teoretycznych określanych mianem posthumanizmu i nowego materializmu (Dernikos, Thiel, 2019;Malone i in., 2020;Somerville, 2018;Taylor i in., 2021). W nowym materializmie rozważa się kwestie relacji zachodzących między podmiotami i obiektami oraz problematykę myślenia o "nowej metafizyce" (new metaphysics) (Dolphijn, van der Tuin, 2012, s. 13).…”

Section: śRodowiskowejunclassified

“…W tym antropocentrycznym w swojej istocie podejściu do natury i środowiska dziecko jest postrzegane jako jedyny podmiot zdolny do tworzenia znaczeń. "Naturalny świat" traktowany jest natomiast jako tabula rasa lub pozbawione sprawczości pasywne tło (Änggård, 2016;Nxumalo, 2017;Nxumalo, Cedillo, 2017;Rautio, 2013;Taylor, 2013;Taylor, Giugni, 2012;Taylor i in., 2021). Dzieci zatem uczą się o naturze (przyrodzie), przyglądając się jej z oddali, traktując ją jako wyraźnie oddzielony od nich przedmiot badania.…”

Section: W Stronę Pedagogii Wspólnych śWiatów We Wczesnej Edukacji śR...unclassified

“…Pedagogia wspólnych światów jest uznawana za podejście pedagogiczne, którego twórcy zabiegają o to, by edukacja mogła odgrywać istotną rolę w odpowiadaniu na wyzwania ekologiczne, z którymi mierzą się współcześnie wszystkie dzieci, bez względu na miejsce zamieszkania (Taylor i in., 2021). Tezę o znaczącej roli edukacji w odpowiadaniu na te wyzwania wyraźnie stawia się w dokumencie opracowanym pod patronatem UNESCO (Common Worlds Research Collective, 2020).…”

Section: W Stronę Pedagogii Wspólnych śWiatów We Wczesnej Edukacji śR...unclassified

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Wczesna edukacja środowiskowa w epoce człowieka – od uczenia się o świecie do uczenia się i stawania razem ze światem

Kowalik-Olubińska

2023

KiE

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Implications of human-induced phenomena that include global warming and the drastic reduction of biodiversity adversely affect the entire biosphere, putting the existence of humans and non-human beings at risk. Shifting away from considering humans to be the centre of the world and viewing them as one of many equal elements that comprise that world is seen as the remedy for the resulting state of affairs. Education is believed to play a significant role in transforming the way people think about themselves and their position in the world. In view of the thesis presented above, the aim of this article is to demonstrate the changes occurring in the theory and practice of early environmental education, representing a specific response of its creators to the challenges of the human age. From a theoretical viewpoint, these changes involve a shift beyond ideas of anthropocentrism and turn to theories that show the world as a complex human-post-human community. At a practical level, this takes the form of what is referred to as a common worlds pedagogy. The author’s thesis is that practising a common worlds pedagogy enables children not only to learn about the world but also to learn and become with the world.

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Section: śRodowiskowejunclassified

Section: W Stronę Pedagogii Wspólnych śWiatów We Wczesnej Edukacji śR...unclassified

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Wczesna edukacja środowiskowa w epoce człowieka – od uczenia się o świecie do uczenia się i stawania razem ze światem

Kowalik-Olubińska

2023

KiE

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“…What collectivities and commons can our tweets engage and not engage? Taylor et al (2021) sketched the contours of common worlds pedagogies, proposing that common world pedagogies-which we position as postdevelopmental in their refusal to engage with the individualist, essentialist, bounded human subject of child development-are "concerned with the common good and with finding ways of learning how to live well together with our differences (human and more-than-human). They are neither individualistic nor competitive" (p. 75).…”

Section: Practice 2: Counter-narratives and Counter-memorymentioning

confidence: 99%

Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism

Land

Nelson

2022

in education

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In this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices. Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activism

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“…Holes, as Isabelle Stengers (2005) proposes, are about "giving to the situation the power to make us think" (p. 185). In early childhood education and beyond, the drive for certainty and solutions during the climate conditions of the Anthropocene (Drew & MacAlpine, 2020;Hodgins et al, 2022;Nelson & Hodgins, 2020;Taylor et al, 2021) urge us to read toward innovation, explanation, and stopgaps. This is reading animated by the panic felt by the all-knowing, powerful human amid ongoing settler colonialism (Nxumalo, 2019) who feels a neoliberal responsibility to become a better steward of the world (Taylor, 2017).…”

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confidence: 99%

Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds

2022

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Holes, the concept that holds together this special issue of the Journal of Childhood Studies, may seem a strange choice as a metaphor for a collective project like this, yet holes poke through each article we share in "Responding to Ecological Challenges with/in Contemporary Childhoods. " In this editorial we ask what centering holes, gaps, and openings might make possible for reinvigorating the relations of the interdisciplinary colloquium on climate pedagogies that sparked, and shares its name with, this special issue. Held in February 2020, the colloquium took place on the lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Attawandaron peoples, at Western University. This special issue picks up strands of thinking shared at the event and asks: How might we, more than two years later-two viral, extraordinary years-reenter the colloquium's openings and explore its gaps and holes?We see holes as endemic to climate realities: We dig literal holes, large and small, into the ground while the profound erasures and egotism of anthropocentrism pretend not to notice the holes increasingly needled into the Euro-Western fallacy of its impenetrable skeleton. Concurrently, we see holes as a practice of hope-a mark worth tending to and ready to be cared for as a way of immersing ourselves into the mess and vitality of our contemporary worlds. As we worked on this special issue, we met many holes: COVID-shaped holes in our timelines, holes in our memories, and increasingly urgent holes in our own scholarship as we imagined how we might respond well to our ever changing common worlds. Before visiting with each article and its hole-making, we propose three manifestations of holes that poke through the articles: holes as fragile reading practices, puncturing holes in the human, and thinking holes with climate pedagogies. We invite readers to experiment with these holes.Within neoliberal logics of individualized perfection, romanticized holistic approaches to education, and ontologically indestructible relations with knowledge, a hole might seem almost an apology, akin to a marker of unavoidable imperfection or a highlighting of something too slippery to be contained by the margins of an article. These manifestations of holes certainly hold energy in this special issue, as authors name their positionality and the limits of perceptibility that accompany their situated relations, where not everything is knowable to everyone. But holes also matter otherwise throughout this gathering of articles. Holes, as Isabelle Stengers (2005) proposes, are about "giving to the situation the power to make us think" (p. 185). In early childhood education and beyond, the drive for certainty and solutions during the climate conditions of the Anthropocene (Drew & MacAlpine, 2020;Hodgins et al., 2022;Nelson & Hodgins, 2020;Taylor et al., 2021) urge us to read toward innovation, explanation, and stopgaps. This is reading animated by the panic felt by the all-knowing, powerful human amid ongoing settler colonialism (Nxumalo, 2019) who feels a n...

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Common Worlding Pedagogies: Opening Up to Learning with Worlds

Cited by 16 publications

References 15 publications

Wczesna edukacja środowiskowa w epoce człowieka – od uczenia się o świecie do uczenia się i stawania razem ze światem

Wczesna edukacja środowiskowa w epoce człowieka – od uczenia się o świecie do uczenia się i stawania razem ze światem

Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism

Holes, Gaps, and Openings: Crafting Collective Climate Pedagogies with/in Complex Common Worlds

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