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Doing pedagogical intentions with facetiming Common Worlds (and Donna Haraway).

journal contribution
posted on 12.01.2021, 22:59 by Catherine Hamm, Nicole Land, Sherri-Lynn Yazbeck, Ildiko Danis, Miriam Brown, Narda Nelson
© The Author(s) 2020. Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.

History

Publication Date

27/01/2020

Journal

Global Studies of Childhood

Volume

10

Issue

2

Pagination

14p.

Publisher

SAGE Publications

ISSN

2043-6106

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The Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.

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