Propositions toward educating pedagogists: Decentering the child

Land, Nicole; Vintimilla, Cristina Delgado; Pacini‐Ketchabaw, Veronica; Angus, Lucille Kathleen

doi:10.1177/1463949120953522

Cited by 17 publications

(8 citation statements)

References 29 publications

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“…We quite literally enliven and erase childhoods based on with whom, how, why and with what pedagogies (and worlds) we do citational practices, be these citational practices directly citing child development literature or citational entanglements grounded in or in denial of developmental logics. This is especially true in the context of interrogating how citational practices perpetuate the logics of child development: citing with the certainty, status, violences and spurious interpretative validity assumed by developmental psychology shapes childhoods differently than doing citational practices with speculation (Ashton, 2020), refusal (Nxumalo, 2021b), anti-colonial futurities (Tuck and Gaztambide-Fernández, 2013) and in the collapse of child development's image of the romanticized, apolitical child (Garlen, 2021; Nxumalo et al, 2018; Templeton and Cheruvu, 2020). Burman (2022: 274) continues: ‘[found childhood] identifies childhood as both constitutive of, and as a critical practice of reading and critically reflecting upon, such sociomaterial practices’.…”

Section: Citational Practices and ‘Found Childhood’ As Methodsmentioning

confidence: 99%

(Un)finding childhoods in citational practices with postdevelopmental pedagogies

Land

Frankowski

2022

Contemporary Issues in Early Childhood

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Taking up the contention that child development manifests through the developmental logics it enacts, the authors work with citational practices as iterations of how developmentalism's logics are done in everyday practices in early childhood and teacher education. They work with Erica Burman's method of ‘found childhood’ to propose citational practices as artefacts of found childhood – as traces of how childhood happens in contemporary life and as an indicator of the dominant knowledges and knowledge-making practices that animate 21st-century childhoods. With disciplining and failure as moments of citational practices, the authors follow how practices of citing do and do not do developmental logics. In dialogue with postdevelopmental pedagogies, they wonder how one might cite into otherwise futures beyond the certainty and temporalities dictated by child development. The authors refuse the progress-oriented logics of child development and do not articulate new ‘best’ practices for citing, but instead write through provocations that might take up questions of world-making, pedagogy and life in line with the propositions offered by postdevelopmental pedagogies.

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Section: Citational Practices and ‘Found Childhood’ As Methodsmentioning

confidence: 99%

(Un)finding childhoods in citational practices with postdevelopmental pedagogies

Land

Frankowski

2022

Contemporary Issues in Early Childhood

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“…Our intent is to craft pedagogies that are responsive on both global (climate change, human/nonhuman relations, colonization, urbanization) and local (within/ of a particular educational setting) scales. By mapping children's place stories within these pedagogies, we also intend to foreground alternative stories that are often overlooked within the dominant developmental pedagogical narratives (see Land et al, 2020;.…”

Section: Speculative Mapping Of Children's Place Storiesmentioning

confidence: 99%

Common Worlding Pedagogies: Opening Up to Learning with Worlds

Taylor¹,

Захарова²,

Cullen³

2021

J Child. Stud.

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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.

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“…Internationally, similar tensions and dialogue have occurred. For example, in the Canadian context, Land et al (2020) note that the pervasive child-centred discourse, including emergent curriculum, has a developmentalist basis and has therefore been a barrier to understanding effective socio-cultural teaching approaches.…”

Section: Tensions Between Developmentalism and Socio-cultural Theorymentioning

confidence: 99%

“…Researchers such as Land et al (2020), Pacini-Ketchabaw and Pence (2011) and Hedges (2000) note the advantages of a socio-cultural approach. Hedges (2000) positions socio-cultural theory as sitting within social-constructivism, and summarises the value of these approaches in ECE: Social-constructivist theories support a complex model of teaching and learning which values both child-initiated and teacher-initiated learning experiences.…”

Section: Tensions Between Developmentalism and Socio-cultural Theorymentioning

confidence: 99%

“…In order to adopt a more social and situated view of teaching and learning, Land et al (2020) propose that educationalists need to de-centre the child, meaning that as well as focusing on the child's learning and development, researchers and practitioners should be paying more attention to the influential roles of teachers, family, community and context. Pacini-Ketchabaw and Pence (2011) support the call for a truly social and situated practice as they argue that it is well suited to including indigenous perspectives and addressing current common concerns such as sustainability and superdiversity.…”

Section: )mentioning

confidence: 99%

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Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Denee¹

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<p>Over the past 100 years, educationalists such as Dewey and Eisner have proposed radical and progressive ways in which visual art can support and enrich learning in education (Lindsay, 2016b). The early childhood pedagogy of Reggio Emilia, in Italy, is a renowned example of how teachers take an active role in facilitating children’s artistic abilities with positive outcomes for children’s learning (Gandini et al., 2005). However, in New Zealand (NZ) early childhood education (ECE), visual arts teaching for young children is still enacted within a largely developmental frame, using a hands-off approach (Terreni, 2017). According to Lindsay (2021) and Smyth (2017), teachers’ self-efficacy beliefs, knowledge and skills in art education need to be addressed in order to shift practice. Professional learning communities (PLCs) offer the potential to challenge teachers’ assumptions and beliefs and to foster transformative learning, resulting in observable shifts in art teaching practice (Damjanovic & Blank, 2017; Servage, 2008). This mixed methods study (Johnson & Christensen, 2019) within an interpretivist paradigm (Schwandt, 1994), examined the perceptions and practices of NZ ECE teachers about art education through a nationwide survey and a professional learning intervention using a network PLC approach. Situated and social cognitive theories, socio-cultural theory and transformative learning theory were interlinked in a bricolage approach (Tobin, 2018) to form a theoretical lens for this study. The first stage of the research involved a survey of ECE teachers regarding practices and perceptions about visual arts, and this provided a background context for the PLC project. Key survey findings included a dominant developmentalist view of children’s art learning amongst ECE teachers and confusion about the role of the teacher. In the embedded case study, a network PLC was established with seven teachers from four ECE services, meeting over 9 months with a mixture of practical and reflective learning about visual arts. The data collection included multiple sources for rich analysis: interviews; reflective writing; meeting dialogue; photographs; and learning story assessment documentation. Case study findings included the value of reflective and practical learning for visual arts teaching, the impact of a network PLC on the practice and perceptions of both the participants and their colleagues, the critical place of teacher self-efficacy in visual arts teaching practice, and the importance of leadership of various actors across the network to support the application and sharing of new learning. Overall, the outcomes of this study have important implications for visual arts pedagogy in ECE and effective professional learning approaches for teachers.</p>

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Propositions toward educating pedagogists: Decentering the child

Cited by 17 publications

References 29 publications

(Un)finding childhoods in citational practices with postdevelopmental pedagogies

(Un)finding childhoods in citational practices with postdevelopmental pedagogies

Common Worlding Pedagogies: Opening Up to Learning with Worlds

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

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