Learning with children, ants, and worms in the Anthropocene: towards a common world pedagogy of multispecies vulnerability

Taylor, Affrica; Pacini‐Ketchabaw, Veronica

doi:10.1080/14681366.2015.1039050

Cited by 249 publications

(116 citation statements)

References 29 publications

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“…And, if this is the case, then how can ECE be designed or organized in a way that children's innate relational way of being in the world is not lost but maintained and perhaps even strengthened? But also how can we expand inclusion of the non-human world, as in Fulghum's short essay about Kindergarten, to what some refer to now as interspecies learning (Taylor and Pacini-Ketchabaw 2015). The answers to these questions may hold an important key in transitioning towards a more sustainable world.…”

Section: Perspectives On Sustainability and Ecementioning

confidence: 99%

“…Applied to ECE, this suggests that when children are given the opportunity to enter different learning spaces and to go between them, the discontinuities that occur when crossing the boundaries between them will heighten their awareness of different ways of being in the world and of seeing the world from different vantage points. Taylor and Pacini-Ketchabaw (2015) deliberately reposition children within the full, heterogeneous and interdependent multispecies common worlds in which we all live. Sustainability-oriented ECE ideally creates opportunities for children's boundary crossing between different vantage points in a web of generative relationships that go far beyond the confines of a room or a building, although such physical spaces can be designed in a way that also allows for boundary crossing.…”

Section: Sustainability By Default and The Affordances Of Placementioning

confidence: 99%

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Sustainability by Default: Co-creating Care and Relationality Through Early Childhood Education

Wals

2017

IJEC

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In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in so-called ecologies of learning. The idea of growing up in the Anthropocene, the new geological epoch that is shaped by one single species, home sapiens, is introduced. What does growing up in the Anthropocene mean for today's children? A short critique is provided of the neoliberal forces that increasingly influence what happens in education and care settings and that essentially make unsustainability the default in our society. Drawing on Martin Buber's ideas of relational ways of being in the world; Nell Nodding's notions of care; and George Siemen's ideas about learning ecologies, some suggestions are offered for co-creating early childhood education and care with people and the planet in mind.Keywords Sustainability Á Childhood Á Early childhood education Á Learning ecology Á Ethic of care Á Connectivism This paper is based on a keynote address presented by Arjen Wals at the OMEP conference, Transforming Early Childhood Systems for Future Generations, held at Ewha Womans University in Seoul, Korea, from 6 to 8 July, 2016. Siemen sur les écologies de l'apprentissage, des suggestions sont proposées pour co-créer l'éducation et la garde à la petite enfance, en ayant à l'esprit les êtres humains et la planète.Resumen En este artículo, basado en el discurso de apertura presentado en la 68a Asamblea Mundial y Conferencia Internacional de OMEP celebrada en Seúl en julio de 2016, se aduce que los niños están más en armonía con la sostenibilidad que la mayoría de los adultos, y que tanto los niños como los adultos, pueden beneficiarse del diálogo intergeneracional y de oportunidades de aprendizaje más amplias en las así llamadas ecologías de aprendizaje. Se presenta el concepto de crecer en el Antropoceno, la nueva era geológica condicionada por una sola especie, el homo sapiens. Qué significado tiene para los niños de la actualidad el hecho de crecer en el Antropoceno? Se hace un breve análisis crítico de las fuerzas neoliberales cuya influencia en los ámbitos de educación y atención es cada vez mayor y que, fundamentalmente, dan por sentada la insostenibilidad de nuestra sociedad. Basados en las ideas de Martin Buber sobre formas relacionales de participación en el mundo, las nociones de atención de Nell Nodding, y conceptos de George Siemen sobre ecologías de aprendizaje, se proponen algunas sugerencias de co-creatividad en el área de la educación y atención en la primera infancia, teniendo a los humanos y al planeta en mente.

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Section: Perspectives On Sustainability and Ecementioning

confidence: 99%

Section: Sustainability By Default and The Affordances Of Placementioning

confidence: 99%

Sustainability by Default: Co-creating Care and Relationality Through Early Childhood Education

Wals

2017

IJEC

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“…net) and there is concern that all too often those who are interested in these relational ontologies are making ' … everything being connected, without adequately addressing the complex structure of connectivity ' (de Frietas 2016, 2). Whilst this paper does not address the complex structure of connectivity, it gestures towards the complexity and politics of these connections by bringing together feminism, environmental humanities and 'common world' pedagogies (see www.commonworlds.net; Taylor and Pacini-Ketchabaw 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The ethics of these contexts are attended to as a way to enact a different kind of early childhood pedagogy, or a 'common worlds pedagogy' (see www.commonworlds. net; Taylor and Pacini-Ketchabaw 2015).…”

Section: Introductionmentioning

confidence: 99%

Modest witness(ing) and lively stories: paying attention to matters of concern in early childhood

Blaise

Hamm

Iorio

2016

Pedagogy, Culture & Society

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This article considers the role of early childhood education within these uncertain times of human induced climate change. It draws from feminism and environmental humanities to experiment with different ways of becoming-with the world. By bringing together Donna Haraway's figure of the Modest Witness and Deborah Bird Rose's notion of witnessing, the article rethinks what it means to 'observe' in terms of ethical response-ability and matters of concern. Data from a multisensory and multispecies ethnography are used to illuminate the observational practices that commonly take place in early childhood settings. The article concludes by employing 'lively stories' showing how modest witness(ing) reworks early childhood observations traditionally considered apolitical, distanced, and judgmental towards meaning making as a form of entanglements and open-ended dialogue. Modest witness(ing) attempts to put into practice initial ethical and political pedagogies that early childhood teachers can draw from and begin to address matters of concern in their own settings.

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“…We-Ildikó (an early childhood educator) and Nicole (a doctoral student pedagogista)-position our pedagogical practices within a commonworlding ethic (Pacini-Ketchabaw, Taylor, & Blaise, 2016) and cultivate a sustained engagement with "the broader, relational contexts that children inhabit as integral parts of the universe" (Blaise, Hamm, & Iorio, 2016, p. 2). Our inquiry work launches from a politicized attention to the contested ethical dimensions of pedagogy, wherein a necessity to confront ongoing settler colonialism (Clark, PaciniKetchabaw, & Hodgins, 2014;Nxumalo, 2016), a concern with the infiltration of neoliberal paradigms within education (Ashton, 2014;Osgood, Scarlett, & Giugni, 2015), and an impulse to be response-able to contemporary Euro-Western anthropogenic forces (Taylor & Pacini-Ketchabaw, 2015) inform our practices.In the furniture-free space of the child care centre, we began to put our pedagogical practice to work with movement. Engaging with Drawing on an inquiry-based project focused on experimenting with movement in Canadian early childhood education, this article imagines how educators might think (with) movement pedagogically.…”

mentioning

confidence: 99%

Movement/ing Provocations in Early Childhood Education

Land¹,

Danis²

2016

J Child. Stud.

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Nicole Land is a PhD candidate, sessional instructor, and research assistant in the School of Child and Youth Care, University of Victoria, where she also works with early childhood educators as a pedagogical facilitator. Drawing on feminist science studies and feminist new materialist perspectives, she is interested in attending to, and experimenting with, how fat(s) and muscle(s) can be practiced, move, and matter in early childhood education. Email: nland@uvic.ca Ildikó Danis is an early childhood educator at University of Victoria Child Care Services. She has a degree in early childhood special needs education from Georgia State University, Atlanta, and experience in the Canadian, US, and Hungarian educational environments. Her interest in the complex and inclusive ways of forming "natural childhoods" spurred her curiosity about children's relations with place and everyday, natural materials. Her focus on child-material relations and movement pedagogies is motivated by a commitment to attending to stories and events that evolve by chance in the themes of children's relations with other species, with the material world, and with place. Email: idanis12@uvic.ca (Rotas, 2015), engaging the tensions, productivities, and pauses of movement. We anticipated an abundance of movement within our indoor space and discussed how we might engage (with) running bodies or draw exuberant explorative movement into intentional engagements within the space. We were startled by how deeply difficult movement can be and how demanding movement is of our pedagogical response-ability (Haraway, 2015). Movement/ing Provocations in Early Childhood EducationAs part of an ongoing inquiry-based research project into pedagogical practices at a child care centre in British Columbia, Canada, a collective of educators, researchers, children, and families have been imagining how early childhood education pedagogies and practice might adequately respond to, or engage with, the complex, contested, and politicized worlds of contemporary childhoods. We-Ildikó (an early childhood educator) and Nicole (a doctoral student pedagogista)-position our pedagogical practices within a commonworlding ethic (Pacini-Ketchabaw, Taylor, & Blaise, 2016) and cultivate a sustained engagement with "the broader, relational contexts that children inhabit as integral parts of the universe" (Blaise, Hamm, & Iorio, 2016, p. 2). Our inquiry work launches from a politicized attention to the contested ethical dimensions of pedagogy, wherein a necessity to confront ongoing settler colonialism (Clark, PaciniKetchabaw, & Hodgins, 2014;Nxumalo, 2016), a concern with the infiltration of neoliberal paradigms within education (Ashton, 2014;Osgood, Scarlett, & Giugni, 2015), and an impulse to be response-able to contemporary Euro-Western anthropogenic forces (Taylor & Pacini-Ketchabaw, 2015) inform our practices.In the furniture-free space of the child care centre, we began to put our pedagogical practice to work with movement. Engaging with Drawing on an inquiry-based project focu...

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Learning with children, ants, and worms in the Anthropocene: towards a common world pedagogy of multispecies vulnerability

Cited by 249 publications

References 29 publications

Sustainability by Default: Co-creating Care and Relationality Through Early Childhood Education

Sustainability by Default: Co-creating Care and Relationality Through Early Childhood Education

Modest witness(ing) and lively stories: paying attention to matters of concern in early childhood

Movement/ing Provocations in Early Childhood Education

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