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Facetiming common worlds: exchanging digital place stories and crafting pedagogical contact zones

journal contribution
posted on 08.12.2020, 03:44 by N Land, Catherine HammCatherine Hamm, SL Yazbeck, I Danis, Miriam BrownMiriam Brown, N Nelson
© 2019 Informa UK Limited, trading as Taylor & Francis Group. Children, educators, and researchers at a child care center in Victoria, Canada and Melbourne, Australia have been collaborating on an early childhood education pedagogical inquiry project that grapples with children’s relations with place and technologies. Resisting narratives of environmental stewardship and instrumental digital education that dominate in the settler colonial contexts of contemporary Canadian and Australian early childhood education, this article shares stories, practices, questions, and tensions generated within the inquiry. After outlining how we think with Facetime on iPhone within a common worlds pedagogies framework, we detail two practices generated in the inquiry: (1) exchanging digital place stories and (2) crafting pedagogical contact zones with place and technologies. These practices, we argue, make visible how our collaboration reconfigures children’s relationships with place and technologies in consequential ways, and risks generating uneasy, unfamiliar, and tentative pedagogies that respond to messy entanglements within digital, more-than-human common worlds.

History

Publication Date

01/01/2020

Journal

Children's Geographies

Volume

18

Issue

1

Pagination

14p.

Publisher

Taylor & Francis

ISSN

1473-3285

Rights Statement

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